Date of Original Version

8-2013

Type

Conference Proceeding

Abstract or Description

Prior research indicates a protracted developmental course in category-based reasoning. One possible explanation for the development of this ability is the gradual reorganization of semantic knowledge. To measure development of semantic knowledge we developed a new paradigm, the Semantic Space task, which uses distance in a two-dimensional space to infer semantic similarities between two objects. Using this paradigm we examined development of semantic knowledge in young children (preschoolers, kindergarteners, and first-grade children) and in adults. We also examined whether conceptual organization as measured by the Semantic Space task is predictive of children’s scores on a category-based reasoning task. The findings point to the possibility that development of semantic knowledge plays an important role in the development of category-based reasoning.

Included in

Psychology Commons

Share

COinS
 

Published In

M. Knauff, M. Pauen, N. Sebanz, and I. Wachsmuth (Eds.),Proceedings of the 35th Annual Meeting of the Cognitive Science Society, 2422-2427.