Object label learning by middle- and working-class, black and white, younger and older preschool children

被引:2
作者
Whittlesey, V
Shipley, EF
机构
[1] Kennesaw State Univ, Dept Psychol, Kennesaw, GA 30144 USA
[2] Univ Penn, Philadelphia, PA 19104 USA
关键词
D O I
10.1017/S0142716499003069
中图分类号
H0 [语言学];
学科分类号
030303 ; 0501 ; 050102 ;
摘要
The present study examined the ability of younger and older preschool children from different backgrounds (16 middle-class black, 16 middle-class white, 16 working-class black, and 16 working-class white) to map labels to objects and to establish inclusion relationships. The children were taught novel labels for perceptually related and unrelated unfamiliar objects. Although the groups were similar in their ability to comprehend the first label during the first session, white children produced the first label more. When additional labels were taught during subsequent sessions, the differences among the groups of children were augmented. Although children from all backgrounds applied labels to objects based on initial labelings, middle-class, white, and older children did this to a greater extent than working-class, black, and younger children. Evidence for the use of inclusion relations for perceptually related target objects was not found for the children; rather, the children used a mutually exclusive labeling strategy.
引用
收藏
页码:429 / 447
页数:19
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