Age Differences in Children's Conceptual Behavior

Abstract

Age differences in children's conceptual behavior were investigated within the framework of McGaughran's “conceptual area” analysis of object sortings. Two commonly observed, but unclearly defined and inadequately measured, aspects of cognitive growth were demonstrated clearly. First, a progressive increase in enculturative effects was found. Second, shifts appeared in levels of abstraction as a function of age differences: global (Open-private) concepts predominating among youngest children; highly differentiated (Closed-public) concepts notably increasing at age eight; and hierarchically integrated (Open-public) responses prevailing among the older children. Conceptual area analysis and its additional refinements, as multivariable analyses of conceptualization, provided the basis for an empirically based descriptive language for two aspects of conceptual development lacking precise definition.