Categorization and Its Developmental Relation to Early Language Export

@article{citeulike:1123156, abstract = {Three studies examine the developmental relation between early linguistic and cognitive achievements. Studies 1 and 2 attempt to replicate previous findings of a strong temporal link between the ages at which there is a sharp rise in new nominal productions and the appearance of 2-category grouping using a longitudinal design. Studies 1 and 2 differ principally in whether the same stimuli were employed each time the children's categorization was tested or whether different stimuli were employed. Study 3 compares the categorization performance of children identified as late talkers to age-matched and language-matched controls cross-sectionally. Our findings consistently show that children's ability to classify objects in a spatial or temporal order is independent of advances in productive vocabulary growth. These results suggest that although children's developing knowledge of object categories may underlie developments in categorization and naming, such developments depend on other abilities as well. Studying the past experiences of the child and the particular context in which the behavior is exhibited may be a more meaningful approach to understanding changes in categorization and ultimately its relation to language.}, author = {Gershkoff-Stowe, Lisa and Thal, Donna J. and Smith, Linda B. and Namy, Laura L.}, citeulike-article-id = {1123156}, citeulike-linkout-0 = {http://dx.doi.org/10.2307/1132037}, citeulike-linkout-1 = {http://www.jstor.org/stable/1132037}, doi = {10.2307/1132037}, journal = {Child Development}, keywords = {categorization, preschool-age, word-learning}, number = {5}, pages = {843--859}, posted-at = {2009-06-17 19:02:33}, priority = {2}, title = {Categorization and Its Developmental Relation to Early Language}, url = {http://dx.doi.org/10.2307/1132037}, volume = {68}, year = {1997} }

TY - JOUR ID - citeulike:1123156 L3 - citeulike-article-id:1123156 N2 - Three studies examine the developmental relation between early linguistic and cognitive achievements. Studies 1 and 2 attempt to replicate previous findings of a strong temporal link between the ages at which there is a sharp rise in new nominal productions and the appearance of 2-category grouping using a longitudinal design. Studies 1 and 2 differ principally in whether the same stimuli were employed each time the children's categorization was tested or whether different stimuli were employed. Study 3 compares the categorization performance of children identified as late talkers to age-matched and language-matched controls cross-sectionally. Our findings consistently show that children's ability to classify objects in a spatial or temporal order is independent of advances in productive vocabulary growth. These results suggest that although children's developing knowledge of object categories may underlie developments in categorization and naming, such developments depend on other abilities as well. Studying the past experiences of the child and the particular context in which the behavior is exhibited may be a more meaningful approach to understanding changes in categorization and ultimately its relation to language. IS - 5 JF - Child Development EP - 859 TI - Categorization and Its Developmental Relation to Early Language VL - 68 SP - 843 KW - categorization KW - preschool-age KW - word-learning AU - Gershkoff-Stowe, Lisa AU - Thal, Donna AU - Smith, Linda AU - Namy, Laura PY - 1997/// UR - http://dx.doi.org/10.2307/1132037 ER -