Natural and artifactual kinds
Are children realists or relativists about categories
Bibliographic Data
| ID | 9785827 |
|---|---|
| Authors | Charles Kalish, Charles W Kalish (0000-0002-4463-000X, University of Wisconsin System, corresponding author) |
| Year | 1998 |
| Volume | 34 |
| Issue | 2 |
| Pages | 376-391 |
| Publication date | 1998-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.34.2.376 |
| PMID | 9541789 |
| OpenAlex | W4245659891, W2062997271 |
| Language | EN |
| Citations received | 12 |
| References cited | 1 |
Research in cognitive development has highlighted important differences between conceptions of natural kinds and artifacts. One interpretation of the distinction is that natural kinds are categories one discovers, whereas artifactual kinds are invented. Four studies assessed whether children and adults saw categorization decisions as objective matters of fact or as invented conventions. Preschool-age children treated basic-level categories of animals and human-made artifacts as objective. At the superordinate level, kinds of animals were treated as more objective than were kinds of artifacts. In general, adults' judgments were similar to children's. Both children and adults have reliable and differentiated intuitions regarding category objectivity. The results from these studies are discussed in terms of their implications for structural and theory-based accounts of category naturalness
Attribution · Biology · Categorization · Cognition · Cognitive development · Cognitive psychology · Concept learning · Developmental psychology · Epistemology · Interpretation (philosophy · Linguistics · Natural (archaeology · Naturalness · Objectivity (philosophy · Superordinate goals · Typology · Action Observation and Synchronization · Child and Animal Learning Development · Classical Philosophy and Thought · Language, Metaphor, and Cognition · Psychology · Social Psychology
The Nature of the World
The Conceptual Mind
The Essential Child
A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts
Learning from Others
Intergenerational Links Between Parents’ and Children’s Hostile and Benevolent Sexism
Essentialism Promotes Racial Prejudice by Increasing Endorsement of Social Hierarchies
Pragmatic and prescriptive aspects of children's categorization
Children's thinking about truth
Brungarians Use it Differently! Children’s Understanding of Artifact Function as a Cultural Convention
Wonderful but Weak”
Preschoolers Categorize Animate Objects Better in the Presence of a Dog
| Citations per year | 0.65 |
|---|---|
| Citation span | 2000 - 2026 (27) |
| Highly cited | No |