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Related Experiment Videos

Bidimensional sorting in preschoolers with an instrumental learning task.

J S Watson, L A Hayes, P Vietze

    Child Development
    |December 1, 1979
    PubMed
    Summary

    Preschoolers aged 3.5 and 4.5 years successfully sorted objects by two dimensions, challenging Piagetian centration theory. This suggests bidimensional sorting is common for young children in specific tasks.

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    Area of Science:

    • Developmental Psychology
    • Cognitive Development
    • Child Psychology

    Background:

    • Piagetian theory posits that young children exhibit centration, an inability to focus on multiple aspects simultaneously.
    • Previous research suggested centration limits early cognitive abilities, particularly in sorting tasks.
    • Understanding the developmental trajectory of multidimensional attention is crucial for cognitive science.

    Purpose of the Study:

    • To investigate whether young children can successfully engage in bidimensional sorting.
    • To examine the role of Piagetian centration in early sorting tasks.
    • To determine if task-specific factors influence children's ability to sort by multiple dimensions.

    Main Methods:

    • Seventy-four children (2.5, 3.5, 4.5 years) successful in unidimensional sorting were tested on a bidimensional sorting task.

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  • Feedback was provided for correct bidimensional sorting of three objects based on color and form.
  • The Peabody Picture Vocabulary Test assessed verbal comprehension; social class was also recorded.

    • Main Results:

    • A significant majority (58/64) of 3.5- and 4.5-year-olds mastered bidimensional sorting.
    • Only 4/10 of 2.5-year-olds reached criterion, indicating age-related differences.
    • Social class and verbal comprehension did not correlate with sorting success, despite correlating with each other.

    Conclusions:

    • Piagetian centration appears to be a task- or situation-specific limitation, not a universal cognitive deficit.
    • Bidimensional sorting is the typical behavior for 3.5- and 4.5-year-olds in controlled, stimulus-limited environments.
    • Early childhood cognitive flexibility in sorting tasks may be underestimated by traditional unidimensional assessments.