1. Good use of prior studies to inform next one. Weaknesses
Tara Chiatovich, Quad Chart Brandone, A. C., Gelman, S. A. (2009). Differences in preschoolers’ and adults’ use of generics about novel animals and artifacts: A window onto a conceptual divide. Cognition, 110, 1-22.
Theory
Adults and children tend to use generics (e.g., birds fly) more often for animals than inanimate objects. Differences in knowledge or in attention to (deep vs. surface) properties?
Methods
Experiment 1: 23 preschoolers (aged 48 to 63) months and 33 college students. Presented with photos of 6 unfamiliar animals with names (common or simplified scientific) and 6 unfamiliar objects with novel names. Preschoolers asked to describe animal/artifact with either neutral prompts (neutral condition) or prompts encouraging the use of generics (generic condition). Procedure similar (but written) for adults.
Experiment 2: 24 preschoolers (aged 50 to 63 months) and 29 college students. Identical procedure as above, but invented animals and artifacts matched for features with invented names.
Experiment 3: 16 preschoolers (aged 50 to 66 months). Same procedure as above, but artifacts altered to look less like animals.
Findings
Greater use of generics by adults and children in both conditions for animals than for artifacts; attention to both surface and deep features (both within and outside of generics) for animals and artifacts alike.
Strengths
Good use of prior studies to inform next one.
Weaknesses
Relevance to education/real world? Fuzzy neutral/generic distinction.