Categorization in early childhood: contributions to the study of knowledge
DOI:
https://doi.org/10.29105/aitias5.9-108Keywords:
Epistemology, categorization, early childhood, temper, LanguageAbstract
Philosophical theories regarding knowledge require an interdisciplinary approach in order to respond to some of its own matters. In this sense, this article intends to offer a theoretical frame based on cognitive psychology and the cognitive sciences that helps us gain a better understanding of how the acquisition and transformation of knowledge works during the first infancy. It shows studies that support that categorization works through mechanisms (such as the attention) and cognitive faculties (like language) to create new categories. It also considers perspectives concerning the process which could occur during categorization. In this way, it exposes diverse theoretical strands about language and attention and it proposes that temper is an innate faculty which could be influencing our way of categorizing and, as such, of knowing the world.
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