When what’s inside counts

This study explores the role of a particular social cue-the sequence of demonstrated actions and events-in preschooler's categorization. A demonstrator sorted objects that varied on both a surface feature (color) and a nonobvious property (sound made when shaken). Children saw a sequence of actions in which the nonobvious property was revealed before (shake-first) or after (shake-last) categorization. Four experiments (N = 150) showed that both 4-year-olds (M(age) = 4.5 years) and 3-year-olds (M(age) = 3.5 years) shifted toward categorizing by nonobvious property after the shake-first sequence compared with the shake-last sequence (Experiment 1 and 4); 4-year-olds also generalized their categorization strategy to new objects (Experiment 2) and objects that were both labeled and categorized (Experiment 3). Results are discussed with regard to preschooler's ability to integrate social and pedagogical cues in category learning

Categorization · Cognitive psychology · Developmental psychology · Feature (linguistics · Linguistics · Property (philosophy · Sequence (biology · Shake · Artificial Intelligence · Chemistry · Child and Animal Learning Development · Communication · Computer Science · Hearing Impairment and Communication · Language, Metaphor, and Cognition · Psychology

• Look Again

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• ‘Over-imitation’

  Open Access•Stefanie Hoehl, Stefanie Keupp et al.•Developmental Review•2019

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• Rational imitation in preverbal infants

  Open Access•György Gergely, Harold Bekkering et al.•Nature•2002

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• Fourteen- through 18-month-old infants differentially imitate intentional and accidental actions

  Open Access•Malinda Carpenter, Nameera Akhtar et al.•Infant Behavior and Development•1998

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• The double-edged sword of pedagogy

  Open Access•Elizabeth Bonawitz, Patrick Shafto et al.•Cognition•2011

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• Categories and induction in young children

  Open Access•A Gelman, Susan A Gelman et al.•Cognition•1986

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• A Theory of Causal Learning in Children

  Alison Gopnik, Clark Glymour et al.•Psychological Review•2004

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• Predicting Pragmatic Reasoning in Language Games

  Open Access•Michael C Frank, Noah D Goodman•Science•2012

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• Infants selectively encode the goal object of an actor's reach

  Open Access•Arthur Woodward•Cognition•1998

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• Infants' Rapid Learning About Self‐Propelled Objects

  Open Access•Lori Markson, Elizabeth S Spelke•Infancy•2006

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• Links between Social Understanding and Early Word Learning

  Open Access•Dare Baldwin, Dare A Baldwin et al.•Social Development•2001

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• Serious fun

  Laura E Schulz, Elizabeth Bonawitz et al.•Developmental Psychology•2007

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• Word, thought, and deed

  Laura E Schulz, Holly R Standing et al.•Developmental Psychology•2008

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• Object names and object functions serve as cues to categories for infants

  Amy E Booth, Sandra Waxman et al.•Developmental Psychology•2002

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• Learning the rules

  Rebecca A Williamson, Vikram K Jaswal et al.•Developmental Psychology•2010

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• Understanding the intentions of others

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