THE ROLE OF TYPES OF FEATURE INFORMATION IN CATEGORIZATION IN YOUNG CHILDREN AND ADULTS

The purpose of this study was to examine effects of information about features on categorization in young children and adults. Subjects were children aged five to six years and adults. Experiment 1 examined effects of three types of feature information corresponding to the basic, middle, and superordinate levels, on categorization. Children's categorization was facilitated by the given information on both the basic and middle level category, but was not influenced by the one on the superordinate level category. Adult's categorization was facilitated by all levels. Experiment 2 examined effects of concrete and abstract information about features both corresponding to the superordinate level. Children's categorization was facilitated by the concrete information, but not by the abstract information. Adults' categorization was facilitated by both types of information. The findings were discussed in terms of linguistic experience which young children and adults have.