Conversations with mothers and siblings

Young childrens' semantic and conceptual development

Bibliographic Data

ID9787482
AuthorsDeanne R Perez-Granados (University of California, Santa Cruz, corresponding author), Maureen A Callanan (0000-0003-2676-4001)
Year1997
Volume33
Issue1
Pages120-134
Publication date1997-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037//0012-1649.33.1.120
PMID9050397
OpenAlexW2070127699
LanguageEN
Citations received17
References cited2

This study compared teaching and learning measures of 16 mother-child and sibling dyads playing a picture categorization game. Target children (mean age = 3 years 11 months) participated in 2 separate sessions, 1 with their mother and 1 with their older sibling (mean age = 6 years 11 months). Although siblings' teaching styles directed target children to make the correct choices, mothers provided information to help target children make choices on their own. Mothers labeled objects and categories more than siblings. Although target children scored higher with siblings than with mothers, this was because siblings categorized about half of the pictures themselves. Target children labeled objects and categories more with mothers than with siblings. These findings suggest important differences in how mothers and siblings interpreted the goals of the task, offering target children different teaching styles from which to learn.

Categorization · Child development · Cognition · Cognitive development · Cognitive psychology · Concept learning · Developmental psychology · Sibling · Task (project management · Child and Animal Learning Development · Cognitive Abilities and Testing · Early Childhood Education and Development · Psychology

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