The development of children's knowledge structures: events, slots, and taxonomies

Abstract

Seventeen preschool (age range 2; 10-3;6), 26 kindergarten (age range 5;5-6;7), and 26 fourth-grade (age range 9;5-10;5) children's knowledge structures were examined with a word association task and a match-to-sample picture task to determine whether or not children used slot-filler categories as a mediating structure between event-based and taxonomic knowledge structures, as proposed by Nelson (1985, 1986). In general, preschool children were able to provide event-based, but not slot-filler or taxonomic, relations; kindergarten children were able to provide event-based or slot-filler relations, but very few taxonomic relations; and fourth-grade children were able to provide all three relations. These findings support Nelson's hypothesis that taxonomic knowledge structures are derived from event-based knowledge structures with the aid of slot-filler categories.

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