ABSTRACT
Given limitations in the integrative scope of past research, basic questions about the organization and development of preschoolers' living kinds concept remain open to debate. This study was designed to address past limitations through use of a longitudinal design, extensive stimulus set, and alternate indices of understanding. Thirty-five English-speaking 3-year-olds from middle-class families in Albuquerque, NM participated in four testing sessions over 1 year. Indices of understanding included statements that preschoolers generated about various living and nonliving objects, biological properties they attributed to the objects, and their characterization of objects as "alive" or not. Results reveal a multifaceted picture of developmental change in preschoolers' living kinds concept involving both the construction and elaboration of a core biological understanding.
Subject(s)
Child Development/physiology , Concept Formation/physiology , Child, Preschool , Female , Humans , Longitudinal Studies , MaleABSTRACT
Considerable evidence has indicated that adults can exert top-down control to avoid distraction by salient-but-irrelevant stimuli. However, relatively little research has explored how this ability develops across the lifespan. In the present study, we therefore assessed how well children can control the capture of spatial attention. Children (M age = 4.2 years) and adults (M age = 21.5 years) searched for target "spaceships" of a specific color while trying to ignore salient precues that either matched or mismatched the target spaceship color. The results demonstrated that children are, in fact, more vulnerable to capture by irrelevant stimuli than are adults, even after accounting for children's overall cognitive slowing.
