Abstract
HODKIN, BARBARA. Language Effects in Assessment of Class-inclusion Ability. CHILD DEVELOPMENT, 1981, 52, 470-478. Language effects in class-inclusion performance were examined with 224 children aged 3 through 12 by comparing the standard Piagetian question with 2 alternate question forms. The first was Siegel's question, which does not contain relational terminology, and the second was a form in which the word all modifies the superordinate class. Children 4, 5, and 6 years old gave more right answers to Siegel's than to Piaget's question, but the difference in performance was based on a noninclusion strategy. With the allmodified question, 3-8-year-old children gave more correct answers than with the standard question. The results of a second study with 128 children aged 4 through 8 indicated that children did well with the all-modified form because they understood the question. Overall, the findings were inconsistent with the Piagetian assertion that the error of comparing the subclasses results from logical inability because evidence of subclass comparison was obtained only with the standard Piagetian question, not with the other questions. Thus, inclusion performance is a function of language as well as logical ability.
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