Object Function Facilitates Infants' Object Individuation in a Manual Search Task

Autor/inn/en	Kingo, Osman S.; Krojgaard, Peter
Titel	Object Function Facilitates Infants' Object Individuation in a Manual Search Task
Quelle	In: Journal of Cognition and Development, 13 (2012) 2, S.152-173 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2011.575424
Schlagwörter	Preschool Children; Infants; Geometric Concepts; Experiments; Auditory Stimuli; Cognitive Development; Age Differences; Color; Research; Infant Behavior; Task Analysis; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Toddler; Toddlers; Kleinkind; Elementare Geometrie; Erprobung; Auditive Stimulation; Kognitive Entwicklung; Age; Difference; Age difference; Altersunterschied; Colour; Farbbezeichnung; Farbe; Forschung; Aufgabenanalyse; Ausland; Dänemark
Abstract	This study investigates the importance of object function (action-object-outcome relations) on object individuation in infancy. Five experiments examined the ability of 9.5- and 12-month-old infants to individuate simple geometric objects in a manual search design. Experiments 1 through 4 (12-month-olds, N = 128) provided several combinations of simple appearance-function relations defined by changes in form and color (appearance) or objects' ability to make a rattling sound when shaken (function). Only when object function covaried with the appearance differences (Experience 3) were infants able to individuate, suggesting that object function played a facilitating but not a determining role. In Experiment 5, 9.5-month-olds (N = 32) were unable to demonstrate such function-facilitated individuation, suggesting that this ability develops between the age of 9.5 and 12 months. (Contains 3 figures.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10