Abstract
Cross-classification, the ability to categorize multifaceted entities in many ways, is a remarkable cognitive milestone for children. Past work has focused primarily on documenting the timeline for when children reach cross-classification competence. However, it is not well understood what cognitive factors underpin children’s improvements. The current study aimed to examine the contributions of age, theory of mind, and rule switching to children’s cross-classification development. We tested 3- to 5-year-old children (N = 75) using a cross-classification task, the Theory of Mind Task Battery, and the Three-Dimensional Change Card Sort test. The results revealed that age and theory of mind predict children’s cross-classification over and above the effects of rule switching. The results also revealed that advanced-level theory of mind reasoning is a particularly strong predictor of cross-classification development. These findings increase understanding of cross-classification within children’s broader cognitive development.
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