Inclusion de classes : existe-t-il un effet sémantique ?

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Abstract
Summary : Class inclusion : is there a semantic effect ? An obvious fact is brought to light through a first experiment : among five-year-old children, the designation of things which belong to the real world cornes earlier for the typical category members in comparison with non-typical members. It's the same for the categories situated at the basic level in comparison with more inclusive categories. Can we consider intro-ducing through the medium of the degree of typicality of the instances, and of the level of abstraction of the categories, variations in the acquisition of the logical relation of inclusion. In order to test this hypothesis, through a second experiment, 24 six-year-old children answer questions such as : « Are there more boats or sailing boats ? » The presentation of the material is made in picture form. The members forming the categories vary systematically according to their typicality, and the categories, as for them, vary regarding their level of abstraction. It is noticed that the performance is better for the categories of the basic level. On the other hand, the degree of typicality of the members seems effectless. An explanation is looked for in a description in extension of the categories. Key-words : Typicality, class inclusion, developmental psychology.

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