Sex Differences in Infants' Ability to Represent Complex Event Sequences

Autor/inn/en	Schweinle, Amy; Wilcox, Teresa
Titel	Sex Differences in Infants' Ability to Represent Complex Event Sequences
Quelle	In: Infancy, 6 (2004) 3, S.333-359 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-0008
DOI	10.1207/s15327078in0603_2
Schlagwörter	Infants; Child Development; Neurological Organization; Cognitive Processes; Cognitive Ability; Gender Differences; Cognitive Mapping; Eye Movements; Visual Stimuli + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Geschlechterkonflikt; Augenbewegung
Abstract	Prior research suggests that when very simple event sequences are used, 4.5-month-olds demonstrate the ability to individuate objects based on the continuity or disruption of their speed of motion (Wilcox & Schweinle, 2003). However, infants demonstrate their ability to individuate objects in an event-monitoring task (i.e., infants must keep track of an ongoing event) at a younger age than in an event-mapping task (i.e., infants must compare information from 2 different events). The research presented here built on these findings by examining infants' capacity to succeed on an event-mapping task with a more complex event sequence to determine if the complexity of the event interferes with their ability to form summary representations of the event, and, in short, individuate the objects. Three experiments were conducted with infants 4.5 to 9.5 months of age. The results indicated that (a) increasing the complexity of the objects' trajectories adversely affected infants' performance on the task, and (b) boys were more likely to succeed than girls. These findings shed light on how representational capacities change during the first year of life and are discussed in terms of information processing and representational capabilities as well as neuro-anatomical development. (Contains 2 figures, 1 table, and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10