Thematic and taxonomic relations in preschoolers: The development of flexibility in categorization choices

Two experiments examined the development of flexibility of categorization i n children aged from 3 to 5, using a picture-matching task. During a pre-te st, spontaneous matches were observed. Children were next presented with a scene aimed at inducing an alternative match. Finally, they were given a po st-test identical to the pre-test to assess whether they would maintain the ir initial choice. Both experiments showed that preschoolers were able to p roduce different types of categorization choices. In Experiment 1, children had to choose between a thematic and a taxonomic option. Five-year-olds; s howed flexibility and changed their mode of response more often in the pres ence of the scenes (experimental group) than in their absence (control grou p). In contrast, 3-year-olds' responses seemed to reflect spontaneous varia bility since their switches were not related to contextual information. In Experiment 2, two more choice options were added. Three-year-olds' data rep licated the findings of Experiment 1. However, a majority of 4-year-olds we re consistent on the thematic mode of response and adapted their responses to the scenes only to a limited extent. Overall, the data suggest a develop mental path from spontaneous variability to flexibility, via a predominance of one mode of response.