FROM RECOGNITION TO CATEGORIZATION: THE DEVELOPMENT OF CONCEPTUAL KNOWLEDGE IN 7- AND 10-MONTH OLD INFANTS

KIMBERLEY GEORGE PATRICK KIENAPPLE, Purdue University

Abstract

In the recent research of categorization in infancy, a decrease in looking time directed at objects from the same category combined with an increase in looking time directed at objects from a different category has been regarded as evidence for categorization in infancy. However, this technique does not permit the researcher to distinguish the recognition of object properties from judgments of category membership based on conceptual knowledge. Since recognition of object properties is insufficient for categorization, according to the theory of categorization currently used to explain categorization in infancy, a new approach to the study of infant categorization is deemed necessary. Starting from a developmental perspective, an approach that can distinguish between recognition and conceptualization is conceived that is based on the development of the infant's ability to represent object knowledge. Since this development is based upon certain changes in the way infants act upon objects it is thought that a careful analysis of infant action may be a more appropriate technique for the investigation of the development of categorical abilities in infancy. An analysis based on the sequence of actions performed indicated that the 7-month-olds employed the same pattern of object interaction independent of changes in the object attributes. The 10-month-olds differed in that changes in the patterns of their object interaction corresponded to changes in the object attributes. In a test of categorization, only the 10-month-olds demonstrated a pattern of results consistent with an interpretation of categorization. The findings are discussed in terms of the necessity of distinguishing between recognition and categorization in studies of infants' developing categorization skills.

Degree

Ph.D.

Subject Area

Developmental psychology

COinS