Preschoolers Represent Abstract Relations Predicated on Kind Membership

Recent work demonstrates that U.S. preschoolers can represent the abstract relational concepts <i>same</i> and <i>different</i> when these abstract relational concepts are predicated upon perceptual dimensions (e.g., size, shape, color). The current research investigates whether preschoolers (<i>n</i> = 192; predominantly White, upper middle class, U.S. convenience sample) can also represent the abstract relational concepts <i>same</i> and <i>different</i> when these abstract relational concepts are predicated upon abstract dimensions (e.g., kind membership). Experiment 1 shows that, at baseline, 4-year-olds fail at a relational match-to-sample (rMTS) task with familiar kinds. However, Experiment 2 shows that 4- and 5-year-olds, but not 3-year-olds, succeed at a rMTS task with familiar kinds when provided with training involving noun labels. Experiment 3 shows that 4- and 5-year-olds also succeed at a rMTS task with novel kinds when provided with training involving noun labels but not adjective labels, suggesting that noun labels but not adjective labels cue children's attention towards kind membership. Moreover, participants frequently provided explanations appealing to sameness and difference when justifying their responses. Taken together, these results suggest that, with training, preschoolers are capable of representing abstract relations predicated on abstract, as well as perceptual, dimensions.