Abstract
Ten experiments examined the effects on children's performance of using collection (e.g., “army”) versus class (e.g., “soldiers”) terms to describe sets of familiar objects. In seven experiments using number tasks (conservation of number and two other equivalence tasks) the facilitative effect of collection terms reported by Markman (1979) was not found. However, in experiments with a class-inclusion task, performance was better with collection than with class terms, replicating the original labeling effect reported by Markman (1973) and Markman and Seibert (1976) . Additional data supported the interpretation that collection terms facilitate class-inclusion performance because they help the child represent the class-inclusion situation as a combine object situation in which two sets are put together to form a combined aggregate set. Formation of a mental combined set is not required by the number tasks, where both sets are always available in their entirety.
Published Version
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