How basic-level objects facilitate question-asking in a categorization task
The ability to categorize information is essential to everyday tasks such as identifying the cause of an event given a set of likely explanations or pinpointing the correct from a set of possible diagnoses by sequentially probing questions. In three studies, we investigated how the level of inclusiv...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2015-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.00918/full |
| Summary: | The ability to categorize information is essential to everyday tasks such as identifying the cause of an event given a set of likely explanations or pinpointing the correct from a set of possible diagnoses by sequentially probing questions. In three studies, we investigated how the level of inclusiveness at which objects are presented (basic-level versus subordinate-level) influences children’s (7 and 10-year olds) and adults’ performances in a sequential binary categorization task. Study 1 found a robust facilitating effect of basic-level objects on the ability to ask effective questions in a computerized version of the Twenty Questions game. Study 2 suggested that this facilitating effect might be due to the kinds of object-differentiating features participants generate when provided with basic-level as compared to subordinate-level objects. Study 3 ruled out the alternative hypothesis that basic-level objects facilitate the selection of the most efficient among a given set of features. |
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| ISSN: | 1664-1078 |