Category-use effects in children.

Abstract

Three experiments examined the changes in category representation that take place when children use exemplars for tasks other than classification. In Experiments 1 and 2, 6- and 10-year-old children learned to classify exemplars of a novel category and then used the same exemplars in an inferential prediction task. In a subsequent classification task, features that were predictive for both classification and inference were classified more accurately than features that were predictive only of category membership. Experiment 3 showed that features with multiple uses were also more likely to be retrieved in feature listing. The findings show that children's category representations are affected by the way exemplars are used after they have been categorized.