TY - JOUR
T1 - Developmental change in early representational intelligence
T2 - Evidence from spatial classification strategies and related verbal expressions
AU - Sugarman, Susan
N1 - Funding Information:
Portions of this paper were presented at the biennial meeting of the Society for Research in Child Development, San Francisco, March 1979. The paper is based on a doctoral dissertation submitted to the University of California, Berkeley. The work was supported at various phases by a Fulbright-Hayes fellowship, NICHHD training Grant 2TOl HDOO153-06A1, NICHHD Grant HD05951, and a biomedical support grant through Princeton University. I thank Jerome S. Bruner and the Department of Experimental Psychology, University of Oxford, for their sponsorship of the early stages of the study and Carolyn Bennett, Gail Gamba, and Ellen Junn for assistance in coding the data. Paul Ammon, Robert Bell, Leonard Breslow, Judy S. Deloache, Ellice Forman, Sam Glucksberg, Sharon Herzberger, Ellen Junn, Jonas Langer, Mimi W. P. Lou, Roy D. Pea, Valerie Reyna, Joan Stiles-Davis, and John S. Watson are gratefully acknowledged for comments on the manuscript. Reprint requests should be sent to Susan Sugarman, Department of Psychology, Princeton University, Princeton, NJ 08544.
PY - 1982/7
Y1 - 1982/7
N2 - The procedures 1- to 3-year-old children use to group simple sets of objects are analyzed in an investigation of cognitive change in early representational intelligence. Forty children spontaneously manipulated two-class arrays and participated in two experimental probes of object grouping. Children 1 to 2 years of age group classes by looking for one kind of thing at a time. Consistent with this, they verbally mark single classes. Children from 2 1 2 to 3 years old employ spatial grouping procedures that require simultaneous consideration of two classes, and they refer to relations between classes. Advances made during the second year are consistent with other initial signs of representational-symbolic intelligence. The advances in the third year are unaccounted for by traditional cognitive-developmental theories, but they are congruent with late-emerging patterns in natural representational systems such as language, suggesting the presence of broad changes in mental organization shortly after the onset of representational intelligence.
AB - The procedures 1- to 3-year-old children use to group simple sets of objects are analyzed in an investigation of cognitive change in early representational intelligence. Forty children spontaneously manipulated two-class arrays and participated in two experimental probes of object grouping. Children 1 to 2 years of age group classes by looking for one kind of thing at a time. Consistent with this, they verbally mark single classes. Children from 2 1 2 to 3 years old employ spatial grouping procedures that require simultaneous consideration of two classes, and they refer to relations between classes. Advances made during the second year are consistent with other initial signs of representational-symbolic intelligence. The advances in the third year are unaccounted for by traditional cognitive-developmental theories, but they are congruent with late-emerging patterns in natural representational systems such as language, suggesting the presence of broad changes in mental organization shortly after the onset of representational intelligence.
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U2 - 10.1016/0010-0285(82)90015-9
DO - 10.1016/0010-0285(82)90015-9
M3 - Article
AN - SCOPUS:0001263627
SN - 0010-0285
VL - 14
SP - 410
EP - 449
JO - Cognitive Psychology
JF - Cognitive Psychology
IS - 3
ER -