Journal article
D. Gentner, F. Anggoro, Raquel S. Klibanoff
Child Development, 2011
Child Development, 2011
Semantic Scholar
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APA
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Gentner, D., Anggoro, F., & Klibanoff, R. S. (2011). Structure mapping and relational language support children's learning of relational categories. Child Development.
Chicago/Turabian
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Gentner, D., F. Anggoro, and Raquel S. Klibanoff. “Structure Mapping and Relational Language Support Children's Learning of Relational Categories.” Child Development (2011).
MLA
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Gentner, D., et al. “Structure Mapping and Relational Language Support Children's Learning of Relational Categories.” Child Development, 2011.
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@article{d2011a,
title = {Structure mapping and relational language support children's learning of relational categories.},
year = {2011},
journal = {Child Development},
author = {Gentner, D. and Anggoro, F. and Klibanoff, Raquel S.}
}
Abstract
Learning relational categories--whose membership is defined not by intrinsic properties but by extrinsic relations with other entities--poses a challenge to young children. The current work showed 3-, 4- to 5-, and 6-year-olds pairs of cards exemplifying familiar relations (e.g., a nest and a bird exemplifying home for) and then tested whether they could extend the relational concept to another category (e.g., choose the barn as a home for a horse). It found that children benefited from (a) hearing a (novel) category name in a relational construction and (b) comparing category members. The youngest group--3-year-olds--learned the category only when given a combination of relational language and a series of comparisons in a progressive alignment sequence.
