The Effects of Linguistic Factors on Class Inclusion Performance in Adults and Children

Abstract

ABSTRACT In two studies adults were given brief experiences designed to create a set to interpret class inclusion-type questions in an exclusive or inclusive manner. In the first study the effect of set experiences was measured on ambiguous class inclusion questions; in the second the test item was the typical Piagetian class inclusion problem. In both studies there was evidence that exclusive response set conditions were effective. A third study demonstrated that pretest experience alerting children to inclusive relations enhanced class inclusion performance. The evidence suggests that a tendency to interpret class inclusion questions exclusively leads to class inclusion errors, while a tendency to interpret such questions inclusively fosters success. Two theoretical approaches were discussed, one in accordance with the Piagetian tradition, the alternative maintaining that the linguistic underpinning to class inclusion represents a separate competence that developmentally is distinct from the logic of Pi...