Conceptual flexibility in school children: Switching between taxonomic and thematic relations

How Brazilian Schoolchildren Identify, Classify, and Label Foods and Beverages-A Card Sorting Methodology

This study examined how Brazilian schoolchildren identified, classified, and labeled foods and beverages. Semi-structured interviews were conducted with 133 schoolchildren aged 7 to 10 years old from a public school located in southern Brazil in 2015. A set of cards with pictures of 32 food and beverage items from the web-based Food Intake and Physical Activity of Schoolchildren tool (Web-CAAFE) were used. Participants identified each item, formed groups for them based on similarity, and assigned labels for those groups. Student's t-tests and analysis of variance (ANOVA) tests were used to verify the mean difference between the groups of items. K-means cluster analysis was applied to identify similar clusters. Schoolchildren made an average of 9.1 piles of foods and beverages that they thought were similar (±2.4) with 3.0 cards (±1.8) each. Five groups were identified: meats, snacks and pasta, sweets, milk and dairy products, and fruits and vegetables. The most frequently used nomenclature for labeling groups was taxonomic-professional (47.4%), followed by the specific food item name (16.4%), do not know/not sure (13.3%), and evaluative (health perception) (8.8%). The taxonomic-professional category could be applied to promote improvements in the identification process of food and beverage items by children in self-reported computerized dietary questionnaires.

New Spanish semantic feature production norms for older adults

Semantic feature production norms are a useful tool for researchers to have empirically collected data about the semantic representations of a particular population. As older adults have been shown to have certain differences in their semantic knowledge organization in comparison with younger adults, it is relevant for them to have their own normative data. Thus we present here the first Spanish semantic feature production norms for older adults. They contain information about the feature composition of 400 concrete concepts. We also provide information about some feature and concept variables as well as comparisons between young and old adults on these variables.

Development of Conceptual Flexibility in Intuitive Biology: Effects of Environment and Experience

Living things can be classified in many ways, such as taxonomic similarity (lions and lynx), or shared ecological habitat (ducks and turtles). The present studies used card-sorting and triad tasks to explore developmental and experiential changes in conceptual flexibility-the ability to switch between taxonomic and ecological construals of living things-as well as two processes underlying conceptual flexibility: salience (i.e., the ease with which relations come to mind outside of contextual influences) and availability (i.e., the presence of relations in one's mental space) of taxonomic and ecological relations. We were also interested in the extent to which salience and availability of taxonomic and ecological relations predicted inductive inferences. Participants were 452 six to ten-year-olds from urban, suburban, and rural communities in New England. Across two studies, taxonomic relations were overwhelmingly more salient than ecological relations, although salience of ecological relations was higher among children from rural environments (Study 1) and those who engaged in unstructured exploration of nature (Study 2). Availability of ecological relations, as well as conceptual flexibility, increased with age, and was higher among children living in more rural environments. Notably, salience, but not availability, of ecological relations predicted ecological inferences. These findings suggest that taxonomic categories (i.e., groups that share both perceptual similarities and rich underlying structure) are a salient way to organize intuitive biological knowledge and that, critically, environmental richness and relevant experience contribute to the salience and availability of ecological knowledge, and thereby, conceptual flexibility in biological thinking. More generally, they highlight important linkages between domain-specific knowledge and domain-general cognitive abilities.

Relaciones conceptuales: comparación entre Niños, Adultos Jóvenes y Adultos Mayores

El estudio de la organización del conocimiento en la memoria semántica suscita gran interés en Psicología Cognitiva y Neuropsicología. El conocimiento semántico está representado por conceptos que comparten características y forman una jerarquía inclusiva -organización taxonómica-, o que se vinculan en tiempo y espacio -organización temática o situacional-. Se considera que a lo largo del desarrollo cambia la preferencia por estos tipos de organización, pero son pocos los estudios que comparan las organizaciones conceptuales de niños en edad escolar, adultos jóvenes y mayores, y sus resultados son divergentes. Asimismo, la organización conceptual también varía en función del dominio al que pertenece el concepto (vivo vs no vivo). Por lo tanto, el objetivo general de este estudio fue estudiar qué tipos de organización conceptual empleaban esos grupos en una tarea de producción de atributos para conceptos de seres vivos y no vivos. Los resultados indican que la producción de atributos taxonómicos fue significativamente mayor para los adultos jóvenes que para los adultos mayores y los niños, en tanto la producción taxonómica de estos dos últimos grupos fue pareja. En cuanto a la producción temática, fue alta y homogénea en los tres grupos de edad. Por último, para el dominio de los seres no vivos los atributos resultaron en su mayoría temáticos y perceptivos, y para el dominio de los seres vivos, mayormente perceptivos.