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[Hierarchical semantic organization in children].

H Yamaguchi1

  • 1Department of Psychology, Faculty of Education, Hiroshima University.

Shinrigaku Kenkyu : the Japanese Journal of Psychology
|December 1, 1988
PubMed
Summary
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Primary school children develop abstracting items more quickly than understanding subordinate-superordinate relationships. This study tracked cognitive development in semantic organization for young learners.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology

Context:

  • Hierarchical semantic organization is crucial for memory and learning.
  • Understanding how children develop cognitive functions related to semantic networks is essential for educational strategies.

Purpose:

  • To investigate developmental changes in two key functions within a three-level hierarchical semantic structure (item, subordinate, superordinate).
  • To compare the development of item abstraction versus the mediation between items and superordinates for subordinate abstraction in primary school children.

Summary:

  • Experiment 1 assessed recall using various cues (close cohyponyms, remote cohyponyms, control) after memorizing hierarchical word sets.
  • Experiment 2 examined recall strategies using remote cohyponym cues combined with superordinate or subordinate cues.

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  • Experiment 3 used questionnaires to evaluate children's grasp of basic hierarchical relations, confirming slower development of subordinate-superordinate understanding compared to item abstraction.

    • Impact:

    • Findings indicate that children's ability to abstract individual items develops faster than their capacity to understand and utilize the relationship between subordinates and superordinates.
    • This research provides insights into the developmental trajectory of semantic processing, informing pedagogical approaches for teaching complex concepts.