Individual differences in categorization development: The mediation of executive functions and factual knowledge, the case of food.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2024-10-01 Epub Date: 2024-08-29 DOI:10.1037/dev0001785

Damien Foinant, Jérémie Lafraire, Jean-Pierre Thibaut

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引用次数: 0

Abstract

Cognitive mechanisms underpinning categorization development are still debated, either resulting from knowledge accretion or an increase in cognitive control. To disentangle the respective influence of accumulated factual knowledge and executive functions (inhibition, working memory, and cognitive flexibility) on (a) the development of categorization abilities in the food domain and (b) differences in this development by child characteristics (i.e., food neophobia), we conducted two experiments. The first experiment assessed 4-6-year-old children's (n = 122) ability to taxonomically categorize food at the superordinate level of categorization. The second experiment tested 3-6-year-old children's (n = 100) ability to cross-categorize the same food according to two different relationships alternatively (i.e., taxonomic and thematic). Results indicate that accumulated factual knowledge and executive functions mediated both the effect of age and the effect of food neophobia on categorization performance. Notably, the specific executive functions involved may vary depending on the categorization abilities tested, whereas world knowledge was always a prerequisite. Overall, this research highlights the complex interplay between accumulated factual knowledge, executive functions, and child characteristics in shaping the development of categorization abilities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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分类发展的个体差异：执行功能和事实知识的中介作用，以食物为例。

分类能力发展的认知机制仍存在争议，有的认为是知识积累的结果，有的认为是认知控制能力增强的结果。为了区分事实知识的积累和执行功能（抑制、工作记忆和认知灵活性）对（a）食物领域分类能力的发展和（b）儿童特征（即食物新恐惧症）对这一发展的影响，我们进行了两项实验。第一个实验评估了 4-6 岁儿童（n = 122）在上位分类水平上对食物进行分类的能力。第二个实验测试 3-6 岁儿童（n = 100）根据两种不同的关系（即分类和主题）对同一种食物进行交叉分类的能力。结果表明，积累的事实知识和执行功能对年龄和食物新恐惧症对分类成绩的影响都有中介作用。值得注意的是，所测试的分类能力不同，所涉及的具体执行功能也会不同，而世界知识始终是一个先决条件。总之，这项研究强调了事实知识的积累、执行功能和儿童特征之间的复杂相互作用对分类能力发展的影响。(PsycInfo Database Record (c) 2024 APA, 版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.