Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Referential set presentation effects on complementation by 6-year-olds

A Desprels-Fraysse1, A Pelissier

  • 1CREPCO, Université de Provence, France.

The Journal of Genetic Psychology
|September 1, 1993
PubMed
Summary

Children

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Clonal Evolution of Myeloid Malignancies Treated With Microtransplantation: A Single-Centre Experience.

Journal of cellular and molecular medicine·2025
Same author

Foramen tympanicum: tomographic study of a large cohort of Europeans.

Surgical and radiologic anatomy : SRA·2024
Same author

Use of gynaecological care by young women in Togo: focus on students and analysis of the determinants at the University of Lomé.

Public health·2024
Same author

[Interest of Negative Pressure Therapy in the management of breast surgery disunions and infections: About two cases].

Gynecologie, obstetrique, fertilite & senologie·2021
Same author

Socio-economics status and metabolic syndrome: A meta-analysis.

Diabetes & metabolic syndrome·2019
Same author

Secondary findings from whole-exome/genome sequencing evaluating stakeholder perspectives. A review of the literature.

European journal of medical genetics·2018

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Children's understanding of complex instructions is crucial for cognitive development.
  • Complementation instructions, which involve negation or exclusion, pose unique challenges.
  • Previous research has not fully explored how object presentation affects children's responses to such instructions.

Purpose of the Study:

  • To investigate the difficulties children face when responding to complementation instructions.
  • To examine how the physical arrangement of objects influences children's interpretation and execution of these instructions.
  • To explore the relationship between children's attribution of meaning to object properties and their processing strategies.

Main Methods:

  • Fifty children participated in the study.
  • Children responded to six complementation requests.
  • Objects were presented either pooled together or physically separated by category.

Main Results:

  • Separating objects by category improved children's ability to respond to subset-designated instructions.
  • Children correctly identified and provided only the specified subset (e.g., non-black buttons).
  • Older children, however, tended to respond based on the entire set, regardless of object arrangement.

Conclusions:

  • The way objects are presented significantly impacts children's comprehension of complementation instructions.
  • Children's interpretation of object properties influences their cognitive processing and response strategies.
  • Further research is needed to understand the nuances of children's meaning attribution and its effect on instruction processing.

Related Experiment Videos