Children's ability to operate within a matrix

4o preand elementary-school children, ages 4, 5, 6, 7, and 8 years, were presented three tasks intended to tap the ability to deal with the extensional and intensional aspects of classification in a matrix format. Stimuli were the nine combinations of three shapes and three colors, set in a matrix, and the six attribute stimuli. Performance on all three tasks increased with age: on all three tasks the performance of the 4-year-olds was little different from chance, whereas the performance of the 8-year-olds mas near maximum. Correlations among the three tasks indicated that for younger children (4-7 years) the two tasks intended to tap the extensional aspect of classification were significantly positively related, but were essentially independent of the task intended to tap intensional behavior. For the 8-year-olds, however, the two extensional tasks were independent, while the intensional task was highly related to only one of the extensional tasks. These results are discussed in terms of the older children's concrete-operational functioning and of the required production of different kinds of verbal

Cognitive psychology · Developmental psychology · Behavioral and Psychological Studies · Cognitive and developmental aspects of mathematical skills · Cognitive and psychological constructs research · Psychology

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