Three experiments addressed the relative importance of original function and current function in artifact categorization. Subjects were asked to judge whether an artifact that was made for one purpose (e.g. making tea) and was currently being used for another purpose (e.g. watering flowers) was a teapot or a watering can. Experiment 1 replicated the finding by Hall (1995) (unpublished manuscript) that adults rely on the original function of an artifact over a current function in their kind judgments. Experiments 2 and 3 revealed that whereas the kind judgments of 6-year-olds, like those of adults, patterned with the original function, those of 4-year-olds did not. Four-year-olds were influenced by the order in which the functions were mentioned in the story. Further, in their justifications 6-year-olds and adults referred to the origin of the objects, whereas 4-year-olds virtually never did. We conclude that 6-year-olds have begun to organize their understanding of artifacts around the notion of original function, and that 4-year-olds have not. The data are discussed as they bear on children's understanding of the design stance (Dennett, D. C. (1987). The intentional stance. Cambridge,

Three experiments tested preschoolers ’ use of abstract principles to classify and label objects by shape or function. Three- and 4-year-olds were instructed to match objects by shape or function. Four-year-olds readily adopted either rule, but 3-year-olds followed only the shape rule. Without a rule, 4-year-olds tended to match by shape unless object function was shown during matching (Experiment 2). Threeyear-olds’ ability to use a function rule was tested in several conditions (re-presenting functions; reminders to “use the rule”; repeating rule on every trial). None induced consistent function matching (Experiment 3). Supplemental memory and verbal tasks showed that 3-year-olds have trouble using function as an abstract basis of comparison. Naming data, however, show that preschoolers are learning that object labels are based on function. The results show preschoolers ’ growing flexibility in adopting abstract generalization rules and growing knowledge of conventions for extending words. For over three decades, researchers have debated whether children classify objects by common shape or common function. Infants ’ first object concepts might be based on dynamic properties related to function (Madole, Oakes, & Cohen, 1993; Mandler, 2000), and toddlers ’ first object words might be based on functions

Theories typically emphasize affordances or intentions as the primary determinant of an object’s perceived function. The HIPE theory assumes that people integrate both into causal models that produce functional attributions. In these models, an object’s physical structure and an agent’s action specify an affordance jointly, constituting the immediate causes of a perceived function. The object’s design history and an agent’s goal in using it constitute distant causes. When specified fully, the immediate causes are sufficient for determining the perceived function—distant causes have no effect (the causal proximity principle). When the immediate causes are ambiguous or unknown, distant causes produce inferences about the immediate causes, thereby affecting functional attributions indirectly (the causal updating principle). Seven experiments supported HIPE’s predictions. Function is a central construct in cognitive science and cognitive neuroscience. Cognitive psychologists have shown that the categorization of an artifact depends not only on its physical properties, but also on its function (e.g., Barton & Komatsu, 1989; Keil,