“For example, in the sorting task, twenty items representing five types of food, five types of clothing, and five types of cooking utensils were heaped on a table in front of a Kpelle subject. When the subject had finished sorting, what was present were ten categories composed of two items each — related to each other in a functional, not categorical, manner. Thus, a knife might have been placed with an orange, a potato with a hoe, and so on. When asked, the subject would rationalize the choice with such comments as, ‘The knife goes with the orange because it cuts it.’ When questioned further, the subject would often volunteer that a wise man would do things in this way. When an exasperated experimenter asked finally, ‘how would a fool do it,’ he was given back sorts of the type that were initially expected — four neat piles with foods in one, tools in another, and so on.” (p 635-636)
Glick, J. (1975). Cognitive development in cross-cultural perspective. Review of child development research, 4.