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A developmental dissociation between category and function judgments about novel artifacts.

Margaret A Defeyter1, Jill Hearing, Tamsin C German

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Children and adults differ in how they judge novel objects. While adults rely on design, children’s judgments depend on the task, showing distinct cognitive processes for function versus category.

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Philosophy of Artifacts

Background:

  • Understanding how children form concepts of novel artifacts is crucial for developmental psychology.
  • Previous research suggests adults prioritize intended design, but children's artifact concept development is less understood.
  • The distinction between judging an object's function and its category is key to understanding conceptual development.

Purpose of the Study:

  • To investigate the relative importance of intended design versus current use in children's and adults' judgments of novel artifacts.
  • To determine if function and category judgments rely on the same or different information sources across development.
  • To explore how idiosyncratic versus conventional current uses influence these judgments.

Main Methods:

  • Two experiments were conducted with preschool children (4 and 6-year-olds) and adults.
  • Participants judged novel artifacts based on information about their intended design and/or current use.
  • Judgments focused on either the artifact's function (Experiment 1) or its category/name (Experiment 2).

Main Results:

  • Adults consistently used design information for both function and category judgments.
  • Children's function judgments were neutral between design and current use, regardless of use type (idiosyncratic or conventional).
  • Children's category judgments relied on design information, but only when the alternative function was idiosyncratic, not conventional.

Conclusions:

  • Judging artifact function and assigning artifact category are distinct cognitive tasks that develop differently.
  • Children's artifact concept structure shows a dissociation between function and category judgments, drawing on different information sources.
  • Developmental theories of artifact concepts must account for these distinct information-gathering processes across age groups.