Developmental Progression of Looking and Reaching Performance on the A-Not-B Task

Autor/inn/en	Cuevas, Kimberly; Bell, Martha Ann
Titel	Developmental Progression of Looking and Reaching Performance on the A-Not-B Task
Quelle	In: Developmental Psychology, 46 (2010) 5, S.1363-1371 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0020185
Schlagwörter	Object Permanence; Infants; Short Term Memory; Thinking Skills; Models; Individual Differences; Longitudinal Studies; Eye Movements; Scores; Comparative Analysis; Experiments; Cognitive Processes; Developmental Psychology + Suchen Sie Ihr Suchwort? Objektpermanenz; Infant; Toddler; Toddlers; Kleinkind; Kurzzeitgedächtnis; Denkfähigkeit; Analogiemodell; Individueller Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Augenbewegung; Erprobung; Cognitive process; Kognitiver Prozess; Entwicklungspsychologie
Abstract	From a neuropsychological perspective, the cognitive skills of working memory, inhibition, and attention and the maturation of the frontal lobe are requisites for successful A-not-B performance on both the looking and reaching versions of the task. This study used a longitudinal design to examine the developmental progression of infants' performance on the looking and reaching versions of the A-not-B task. Twenty infants were tested on both versions of the task once a month from 5 to 10 months of age. Infants had higher object permanence scores on the looking version of the task from 5 to 8 months, with comparable performance across response modalities at 9 and 10 months. The same pattern of performance was found on nonreversal (A) trials: Infants performed better on looking trials from 5 to 7 months, and they performed equally on both response trials from 8 to 10 months. Overall, infants performed better on looking reversal (B) trials than reaching reversal trials. These data suggest that performance differences between response modalities early in development can be attributed to major differences in the maturation of brain circuitry associated with the actual task response. (Contains 1 footnote, 1 table, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10