UNIGE document Scientific Article
previous document  unige:16989  next document
add to browser collection
Title

Contribution of the priming paradigm to the understanding of the conceptual developmental shift from 5 to 9 years of age

Authors
Published in Developmental Science. 2009, vol. 12, no. 6, p. 956-977
Abstract We conducted three experiments to study the role of instrumental (e.g. knife–bread) and categorical (e.g. cake–bread) relations in the development of conceptual organization with a priming paradigm, by varying the nature of the task (naming – Experiment 1 – or categorical decision – Experiments 2 and 3). The participants were 5-, 7- and 9-year-old children and adults. The results showed that on both types of task, adults and 9-year-old children presented instrumental and categorical priming effects, whereas 5-year-old children presented mainly instrumental priming effects, with categorical effects remaining marginal. Moreover, the magnitude of the instrumental priming effects decreased with age. Finally, the priming effects observed for 7-year-old children depended on the task, especially for the categorical effects. The theoretical implications of these results for our understanding of conceptual reorganization from 5 to 9 years of age are discussed.
Keywords Conceptual developmentPrimingRole of actions
Identifiers
Full text
Structures
Citation
(ISO format)
PERRAUDIN, Sandrine, MOUNOUD, Pierre. Contribution of the priming paradigm to the understanding of the conceptual developmental shift from 5 to 9 years of age. In: Developmental Science, 2009, vol. 12, n° 6, p. 956-977. https://archive-ouverte.unige.ch/unige:16989

149 hits

232 downloads

Update

Deposited on : 2011-09-19

Export document
Format :
Citation style :