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Categorization styles in older children and adolescents

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Abstract

A modified form of Sigel's Styles of Categorization Test was constructed, permitting the independent measurement of Descriptive Part-Whole (DPW), Relational-Contextual (RC), and Categorical-Inferential (CI) categorizations, and was administered to 243 fifth-, eighth-, and eleventh-graders on two occasions. At each grade level, a majority of categorizations were CI in nature, followed by a lower frequency of DPW responses, and a minimal frequency of RC responses. DPW responses of boys exceeded those of girls, and categorization modes were independent of intelligence. Reliable individual preferences for one or more categorization modes were obtained, as well as substantial individual differences in such preferences. Results are discussed in terms of hierarchical cognitive stage theory and a conceptual orientation shift hypothesis.

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Authors and Affiliations

  1. Department of Family and Child Development, Kansas State University, Manhattan, Kansas

    Albert J. Davis (Associate Professor)

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  1. Albert J. Davis
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Received his Ph.D. degree in Child Development and Family Relationships from The Pennsylvania State University, College of Human Development. Main interests are parent-child interaction, socialization processes, and cognitive development.

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Davis, A.J. Categorization styles in older children and adolescents. J Youth Adolescence 5, 187–200 (1976). https://doi.org/10.1007/BF01537493

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