The development of categorisation and conceptual thinking in early childhood: methods and limitations
Psicol. reflex. crit
;
33: 17, 2020. tab, graf
Article
Dans Anglais
| LILACS, INDEXPSI
| ID: biblio-1135894
ABSTRACT
Abstract We present a systematic and qualitative review of academic literature on early conceptual development (0-24 months of age), with an emphasis on methodological aspects. The final sample of our review included 281 studies reported in 115 articles. The main aims of the article were four first, to organise studies into sets according to methodological similarities and differences; second, to elaborate on the methodological procedures that characterise each set; third, to circumscribe the empirical indicators that different sets of studies consider as proof of the existence of concepts in early childhood; last, to identify methodological limitations and to propose possible ways to overcome them. We grouped the studies into five sets preference and habituation experiments , category extension tasks , object sorting tasks , sequential touching tasks and object examination tasks . In the "Results" section, we review the core features of each set of studies. In the "Discussion" and "Conclusions" sections, we describe, for one thing, the most relevant methodological shortcomings. We end by arguing that a situated, semiotic and pragmatic perspective that emphasises the importance of ecological validity could open up new avenues of research to better understand the development of concepts in early childhood.
Texte intégral:
Disponible
Indice:
LILAS (Amériques)
Sujet Principal:
Développement de l'enfant
/
Classification
/
Cognition
/
Formation de concepts
/
Nourrisson
Type d'étude:
Recherche qualitative
/
Revues systématiques évaluées
langue:
Anglais
Texte intégral:
Psicol. reflex. crit
Thème du journal:
Psychologie
Année:
2020
Type:
Article
Pays d'affiliation:
Espagne
Institution/Pays d'affiliation:
Universidad Autónoma de Madrid/ES
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