Categorization activities performed by children with intellectual disability and typically developing children (pp. 355-366)
Authors: Olga Megalakaki and Hanan Yazbek
Abstract: The purpose of this study was to explore the use of categorization strategies and the mobilization of knowledge by children with intellectual disability, compared with typically developing children matched on mental or chronological age, with regard to three knowledge domains (animals, plants and artifacts). Method: To this end, we administered a match-to-sample task, where children had to make choices and justify them. Results and conclusion: Results revealed that children with intellectual disability performed similarly to typically developing children with regard to thematic categories, but had greater difficulty mobilizing and explicitly processing taxonomic categories. Concerning the type of knowledge were mobilized to justify the choices that were made, our results suggest that the deficits observed in individuals with intellectual disability vary according to the knowledge domain, as the participants in our study had greater difficulty with the animal and artifact domains than with plants.