Comparing At A Glance: Optimizing Concept Learning In Preschool Children
Alyson D. Abel, Laura L. Namy Ph. D., Dedre Gentner Ph. D.
Department of Psychology, Emory University Department of Psychology, Northwestern University

Abstract

Previous research on children's conceptual development indicates that comparison of perceptually similar objects within a category provides discovery of additional, less salient category-based commonalities. In this study, we investigated whether children benefit from comparison when the target objects to be compared are presented serially versus simultaneously. Four-year olds were introduced to novel names for one or two target pictures by a ladybug handpuppet. They were then asked to select another member of the same category from an array of three choice pictures that included a category match, a perceptual match from a different object category, and a thematic associate. Those in the Together condition were shown the two target pictures simultaneously, those in the At-a-Glance condition were shown the two target pictures serially and those in the Single Base condition were shown only one target picture. Those in the Together condition tended to choose the category match, whereas children in both the At-a-Glance and Single Base condition tended to choose the perceptual match from a different object category. These results indicate that comparison does not aid preschoolers' categorization in more cognitively demanding conditions such as serial presentation. Simultaneous presentation of multiple examples optimizes comparison-based insights into category structure in four-year-old children.

Introduction

• Children benefit from comparison in categorization (Gentner & Namy, 1999; Namy & Gentner, 2002).
• Children are better able to focus on relevant features for categorical member ship when they compare multiple categories.
• Comparison enables children to inhibit the tendency to attend to irrelevant commonalities.

Methods and Materials

• Participants 39 Preschool children (M = 54.82 months; range 47.7 - 63.09), 19 girls and 20 boys
• Conditions Randomly assigned to one of three conditions: Single Base, Together, At-a-Glance
• Procedure 10 Forced-Choice Trials
• Card arrangement attached as file

Results

• View Graph
• Only Together condition exceeded chance responding, reliably selecting category match.
• Significant effect of condition using items (F(2, 18)=6.54, p < 0.01) but not subjects as random variable.
• More subjects are needed for sufficient power to fully assess condition effect.

Conclusions and Future Studies

• Comparison does not aid preschoolers' categorization in more cognitively demanding conditions such as serial presentation.
• Simultaneous presentation of multiple examples optimizes comparison-based insights into category structure in four-year-old children.
• Does a delay between serial presentations of standards facilitate comparison-based effects on categorization? (Note: more like "real world" learning.)
• Do the optimal conditions for comparison-based category learning change with age and experience

Acknowledgements and Funding Attributions

This material is based upon work supported by the Howard Hughes Medical Institute under Grant No. 52003071

In Plain English

This study was based upon previous research on how comparison aids in categorization in 4 year olds. We looked at whether objects presented serially (one at a time) affects the ability to categorize. Children were introduced to one or two pictures using made up words, a standard picture. They were then asked to choose a choice picture that would be named the same as the standard. The three choices were a category match, a perceptual match, or a thematic match (a picture they have seen in the same context as the standard). It was found that children were more likely to choose the perceptual match when presented with one standard and the categorical match when presented with two standards at the same time. However, when presented with one standard and then the other (serial presentation), they were more likely to choose the perceptual match.