Comparison versus Contrast: Task Specifics Affect Category Acquisition
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| Title: | Comparison versus Contrast: Task Specifics Affect Category Acquisition |
|---|---|
| Language: | English |
| Authors: | Ankowski, Amber A., Vlach, Haley A., Sandhofer, Catherine M. |
| Source: | Infant and Child Development. Jan-Feb 2013 22(1):1-23. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education |
| Descriptors: | Preschool Children, Cognitive Development, Classification, Learning Processes, Statistical Analysis, Task Analysis |
| DOI: | 10.1002/icd.1764 |
| ISSN: | 1522-7227 |
| Abstract: | A large literature has documented that comparison and contrast lead to better performance in a variety of tasks. However, studies of comparison and contrast present contradictory conclusions as to when and how these processes benefit learners. Across four studies, we examined how the specifics of the comparison and contrast task affect performance by systematically manipulating the feature variation and category structure in a category extension task performed by 3-year-old and 4-year-old children. Studies 1 (n?=?48, M?=?42.6?months) and 2 (n?=?48, M?=?42. 4?months) investigated comparison and contrast with high-density categories. Studies 3A (n?=?60, M?=?43.47?months), 3B (n?=?48, M?=?53. 2?months) and 4 (n?=?48, M?=?53.7?months) investigated comparison and contrast with low-density categories. Results indicated both category structure and feature variation affect the efficacy of comparison and contrast. |
| Abstractor: | As Provided |
| Number of References: | 58 |
| Entry Date: | 2014 |
| Accession Number: | EJ1032589 |
| Database: | ERIC |
| Abstract: | A large literature has documented that comparison and contrast lead to better performance in a variety of tasks. However, studies of comparison and contrast present contradictory conclusions as to when and how these processes benefit learners. Across four studies, we examined how the specifics of the comparison and contrast task affect performance by systematically manipulating the feature variation and category structure in a category extension task performed by 3-year-old and 4-year-old children. Studies 1 (n?=?48, M?=?42.6?months) and 2 (n?=?48, M?=?42. 4?months) investigated comparison and contrast with high-density categories. Studies 3A (n?=?60, M?=?43.47?months), 3B (n?=?48, M?=?53. 2?months) and 4 (n?=?48, M?=?53.7?months) investigated comparison and contrast with low-density categories. Results indicated both category structure and feature variation affect the efficacy of comparison and contrast. |
|---|---|
| ISSN: | 1522-7227 |
| DOI: | 10.1002/icd.1764 |
