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Relevant bibliographies by topics / Infants; Cognitive development; Hidden objects

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Academic literature on the topic 'Infants; Cognitive development; Hidden objects'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Infants; Cognitive development; Hidden objects"

1

Ruffman, Ted, Lance Slade, and Jessica Redman. "Young infants' expectations about hidden objects." Cognition 97, no. 2 (September 2005): B35—B43. http://dx.doi.org/10.1016/j.cognition.2005.01.007.

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2

Nevskaya, A. A., V. M. Bondarko, L. I. Leushina, and N. V. Turkina. "Slight Defects of Basic Visual Functions as a Risk Factor for Mental Development in Infants." Perception 26, no. 1_suppl (August 1997): 284. http://dx.doi.org/10.1068/v970249.

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The development of the representation of the visual world in infants was investigated and age norms were established for such operations as prediction of direct movement, search for hidden objects, and discrimination and recognition of the form, size, colour, and spatial position of objects. Simultaneously, basic visual functions were assessed: binocular fixation, eye movements, visual fields, and visual acuity. More than 700 infants aged 4 – 14 months were tested. About 25% of practically healthy infants showed slight defects in some basic visual functions, constituting a ‘risk group’. Infants of the risk group performed less well than their normal age-mates in such tasks as search for a toy hidden under a cap; prediction of linear movement; or discrimination of size, form, or colour. The differences between the normal and risk groups remained when the groups were equated for developmental age. Thus even slight defects of basic visual functions in early infancy may correlate with the mental development of a child. Detailed analysis showed that reduced visual acuity (non-attention to small visual objects such as crumbs 0.5 – 1 mm in diameter in the acuity test) was especially prognostic.

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3

Baillargeon, Renée, Marcia Graber, Julia Devos, and James Black. "Why do young infants fail to search for hidden objects?" Cognition 36, no. 3 (September 1990): 255–84. http://dx.doi.org/10.1016/0010-0277(90)90059-s.

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4

McDonough, Laraine. "Infants reach to location A without practice or training." Behavioral and Brain Sciences 24, no. 1 (February 2001): 54. http://dx.doi.org/10.1017/s0140525x01393913.

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Thelen and her colleagues' model overemphasizes the role of action in cognitive development. Recent research has shown that infants do not have to be trained to reach for a hidden object. By 7.5 months of age, infants can recall the location of a hidden object with no practice trials. Thelen at al.'s goal to design a parsimonious account of A-not-B behaviors was successful, but at the expense of focusing primarily on implicit and ignoring explicit memory.

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5

Baillargeon, Renee. "Infants' reasoning about hidden objects: evidence for event-general and event-specific expectations." Developmental Science 7, no. 4 (September 2004): 391–414. http://dx.doi.org/10.1111/j.1467-7687.2004.00357.x.

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6

Baillargeon, Renee. "Representing the existence and the location of hidden objects: Object permanence in 6- and 8-month-old infants." Cognition 23, no. 1 (June 1986): 21–41. http://dx.doi.org/10.1016/0010-0277(86)90052-1.

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7

WANG, S. "Young infants' reasoning about hidden objects: evidence from violation-of-expectation tasks with test trials only." Cognition 93, no. 3 (October 2004): 167–98. http://dx.doi.org/10.1016/j.cognition.2003.09.012.

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8

Hespos, Susan, Gustaf Gredebäck, Claes von Hofsten, and Elizabeth S. Spelke. "Occlusion Is Hard: Comparing Predictive Reaching for Visible and Hidden Objects in Infants and Adults." Cognitive Science 33, no. 8 (November 2009): 1483–502. http://dx.doi.org/10.1111/j.1551-6709.2009.01051.x.

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9

Luchkina, Elena, and Sandra R. Waxman. "Semantic priming supports infants’ ability to learn names of unseen objects." PLOS ONE 16, no. 1 (January 7, 2021): e0244968. http://dx.doi.org/10.1371/journal.pone.0244968.

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Human language permits us to call to mind objects, events, and ideas that we cannot witness directly. This capacity rests upon abstract verbal reference: the appreciation that words are linked to mental representations that can be established, retrieved and modified, even when the entities to which a word refers is perceptually unavailable. Although establishing verbal reference is a pivotal achievement, questions concerning its developmental origins remain. To address this gap, we investigate infants’ ability to establish a representation of an object, hidden from view, from language input alone. In two experiments, 15-month-olds (N = 72) and 12-month-olds (N = 72) watch as an actor names three familiar, visible objects; she then provides a novel name for a fourth, hidden fully from infants’ view. In the Semantic Priming condition, the visible familiar objects all belong to the same semantic neighborhood (e.g., apple, banana, orange). In the No Priming condition, the objects are drawn from different semantic neighborhoods (e.g., apple, shoe, car). At test infants view two objects. If infants can use the naming information alone to identify the likely referent, then infants in the Semantic Priming, but not in the No Priming condition, will successfully infer the referent of the fourth (hidden) object. Brief summary of results here. Implications for the development of abstract verbal reference will be discussed.

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10

Luchkina, Elena, and Sandra R. Waxman. "Semantic priming supports infants’ ability to learn names of unseen objects." PLOS ONE 16, no. 1 (January 7, 2021): e0244968. http://dx.doi.org/10.1371/journal.pone.0244968.

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Abstract:

Human language permits us to call to mind objects, events, and ideas that we cannot witness directly. This capacity rests upon abstract verbal reference: the appreciation that words are linked to mental representations that can be established, retrieved and modified, even when the entities to which a word refers is perceptually unavailable. Although establishing verbal reference is a pivotal achievement, questions concerning its developmental origins remain. To address this gap, we investigate infants’ ability to establish a representation of an object, hidden from view, from language input alone. In two experiments, 15-month-olds (N = 72) and 12-month-olds (N = 72) watch as an actor names three familiar, visible objects; she then provides a novel name for a fourth, hidden fully from infants’ view. In the Semantic Priming condition, the visible familiar objects all belong to the same semantic neighborhood (e.g., apple, banana, orange). In the No Priming condition, the objects are drawn from different semantic neighborhoods (e.g., apple, shoe, car). At test infants view two objects. If infants can use the naming information alone to identify the likely referent, then infants in the Semantic Priming, but not in the No Priming condition, will successfully infer the referent of the fourth (hidden) object. Brief summary of results here. Implications for the development of abstract verbal reference will be discussed.

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Dissertations / Theses on the topic "Infants; Cognitive development; Hidden objects"

1

Mareschal, Denis. "Visual tracking and the development of object permanence : a connectionist enquiry." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389084.

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2

Narter, Dana Beth 1967. "Infants' expectations about the spatial and physical properties of a hidden object." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282389.

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The purpose of this project was to investigate which spatial and physical object properties 9-month-old infants would use to trace an object in time and space. The particular object characteristics of interest were size, location and features. A two-location task was used, with looking time as the dependent measure. Infants observed a small toy troll, which was subsequently occluded. When the two flaps were removed, the infants observed either a standard or a change event. During the standard event no change occurred (the small troll was revealed at the same location). During a change event, some sort of physical or spatial change took place; the object might have changed its size (the large troll was revealed at the same location), its location (the small troll was revealed at the other location), its features (the small bear was revealed at the same location), or some combination of these attributes. Infants only observed one type of change event, depending on which of the seven conditions they were assigned to. The findings from this study can be interpreted in terms of two default assumptions: the Same Location/Same Object Rule and the Different Location/Different Object Rule. Nine-month olds use size cues to inform them about object identity in both situations; additionally, they use featural cues to inform them in the second case.

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Tuncgenc, Bahar. "Movement synchrony, social bonding and pro-sociality in ontogeny." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:b766e5a0-9cbe-4af2-b545-3e87c3d6d573.

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Human sociality, with its wide scope, early ontogeny and pervasiveness across cultures, is remarkable from an evolutionary perspective. We form bonds with other individuals and live in large social groups. We help, empathise with and share our resources with others, who are unfamiliar and genetically unrelated to us. It has been suggested that interpersonal coordination and rhythmic synchronisation of movements may be one proximate mechanism that enables such widespread human sociality and facilitates cooperation. In the last decade, considerable research has examined the effect of movement synchrony on social bonding and cooperation. However, when this thesis started, there was virtually no experimental study investigating the ontogeny of the movement synchrony-social bonding link, which is proposed to have deep evolutionary roots and important, long-lasting consequences in social life. This thesis aims to investigate the effects of movement synchrony on social bonding and cooperative behaviour across different time points in ontogeny. Three experimental studies were conducted examining infancy, early childhood and middle childhood. Each study explored a different aspect of social bonding and cooperation based on the motor, social and cognitive developments that mark that age group. Study 1a found that at 12 months of age, infants prefer individuals who move in synchrony with them, when the individuals are social entities, but not when they are non-social. Study 1b showed no preferences for synchrony at 9 months in either social or non-social contexts, however. Study 2 revealed that in early childhood, performing synchronous movements actively with a peer facilitates helping behaviour among the children, as well as eye contact and mutual smiling during the interaction. Finally, Study 3 showed that the social bonding effects of movement synchrony applied to inter- group settings and that performing synchronous movements with out-groups increased bonding towards the out-group in middle childhood. This thesis followed an interdisciplinary, integrative and naturalistic approach, where (i) literature from a wide range of disciplines motivated and guided the present research; (ii) links between motor, social and cognitive aspects of development, which are often investigated separately, are formed; and (iii) the experiments were designed in ways that represent the real-life occurrences of the investigated phenomena. The current findings provide the first substantial evidence that movement synchrony facilitates social bonding and cooperation in childhood and thereby provides a foundation for future research.

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4

Shinskey, Jeanne Louise. "Why do young infants fail to search for hidden objects?" 1999. https://scholarworks.umass.edu/dissertations/AAI9950211.

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Infants less than 8 months old appear to lack the concept of object permanence because they fail to search for hidden objects. However, when looking rather than reaching is assessed, infants appear to have object permanence long before 8 months. One explanation for the discrepancy is that young infants lack the means-end motor skill to retrieve objects hidden by covers. The present research tested the object permanence deficit hypothesis against the means-end deficit hypothesis. Direct-reach search tasks were used, which should result in increased search by young infants if the means-end deficit hypothesis is correct. In Experiment 1, 6- and 10-month-old infants were presented with an object visible in water, partly visible in milk hidden in milk, or hidden under a cloth. As predicted by the object permanence deficit hypothesis, 6-month-old infants were less likely to search when the object was hidden than when it was visible or partly visible, but there were no differences at 10 months. The means-end deficit hypothesis prediction that younger infants would be less likely to search when the object was hidden by a cloth than when it was hidden by milk was not confirmed. In Experiment 2, 6- and 10-month-old infants were presented with an object visible behind a transparent curtain, partly visible through a hole in an opaque curtain, partly visible (fit flashlight) under a cloth, and hidden behind a completely opaque curtain. As predicted by the object permanence deficit hypothesis, 6-month-old infants were less likely to search when the object was hidden than when it was visible or partly visible, but there were almost no differences at 10 months. Unexpectedly, measures of locomotor ability were not reliably related to infants' search at 6 months. In a comparison of the cloth event of Experiment 1 and the flashlight event of Experiment 2, half the results indicated that 6-month-old infants were more likely to search in the partly visible event. The results are more consistent with the object permanence deficit hypothesis than with the means-end deficit hypothesis.

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5

Robin, Daniel J. "Infant motor planning and prediction: Reaching for a hidden moving object." 1996. https://scholarworks.umass.edu/dissertations/AAI9709645.

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The importance of continuous sight of the target in 7.5 month old infants' reaching was explored in a task that addressed the issues of infants' ability to anticipate and to retain information about the properties of a hidden object. Barriers and darkness were used to investigate infants' ability to compensate for the physical and visual obstruction of a target object in a reaching task. Infants' ability to intercept a moving object with a partially obscured trajectory was tested. Thirty 7.5 month old infants were presented with a graspable object that moved in a straight-line path through their reaching space. In some conditions the object was obscured by a barrier or by darkness for one second just prior to moving within reach, and infants' frequency of reaching and success at contacting the object were used to evaluate their performance. Further analyses of the infants' looking behavior and of the path of their reaching hand helped to clarify the reasons underlying their successes and failures. Infants showed some ability to adapt to a loss of visual information about the moving target object's position by sometimes successfully contacting the object in the barrier conditions. However, infants reached less often and with less success when access to, or sight of, the target object was obstructed. The infants' visual tracking, obstacle-avoidance skills, and ability to retain information about a hidden object were examined in conjunction with kinematic data to explain infants' limitations in adapting to obstacles in reaching tasks. These limitations involved difficulty visually tracking the object past a barrier, particularly in the dark conditions, as well as difficulty successfully aiming a reach around a barrier. Infants appeared to ignore the path of their hand on its way toward the target object, resulting in the hand frequently contacting a barrier rather than the target. Infants' successful contacts in the barrier conditions suggest that they do not require constant visual information about target position in order to enact a proficient reach. Further, infants appear to predict the reappearance of the target object and remember the path and speed of the object during its occlusion.

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Books on the topic "Infants; Cognitive development; Hidden objects"

1

Hermine, Sinclair, ed. Infants and objects: The creativity of cognitive development. San Diego, Calif: Academic Press, 1989.

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2

Stambak, Mira, Hermine Sinclair, Sylvie Rayna, Min Verba, and Irène Lézine. Infants and Objects: The Creativity of Cognitive Development (Pure and Applied Mathematics, a Series of Monographs and Tex). Academic Press, 1989.

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3

Stambak, Mira, Hermine Sinclair, Sylvie Rayna, Min Verba, and Irène Lézine. Infants and Objects: The Creativity of Cognitive Development (Pure and Applied Mathematics, a Series of Monographs and Tex). Academic Press, 1989.

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Book chapters on the topic "Infants; Cognitive development; Hidden objects"

1

Klymenko, Tatyana. "PROBLEMS OF TEACHING UKRAINIAN AS A FOREIGN LANGUAGE." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-4.

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The subject of the study is the relationship between the methodology of teaching the Ukrainian language as a foreign language and phraseological material, which activates the various levels involved in mastering the linguistic base, namely motivation, memory, cognition and others. The article deals with the problem of bilingualism in Ukraine, considers the problems of teaching foreign students the Ukrainian language in terms of partial bilingual everyday communication, suggests ways to solve these problems. The classification of modern strategies used in language learning is considered. We also considered the advantages of the communicative-cognitive approach to learning the Ukrainian language. The research methodology consists of theoretical and practical principles of observation, recording and evaluation of activities in the system of teacher – students, taking into account the different conditions of linguistic and non-linguistic reality. The purpose of the study is to clarify the peculiarities of the use of phraseological units in the framework of work with foreign students, taking into account the bilingual situation in some parts of Ukraine. The article deals too with linguistic and methodological aspects of the study of phraseological units concerning with the work at the lessons of Russian as a foreign language. Phraseological units possess aesthetic value, so it is often included to the training material. The interpretation of them occurs on pretextual work level. The actual material of the article has about 50 different levels of language units, the selection of idioms was carried out in the presence of words with temporal meaning. An idiom is a linear sequence, representing the aesthetic value thanks to the meaning hidden in it. Words, in idiomatic expressions, creating a special sense, come in a variety of relationships – synonymic, antonymic, of kind and type ones etc. Inside the words can occur shifts of meanings such as metaphorical, metonymic. The syntax structure of idioms can be different from a phrase to sentences with different punctuation. Learning understanding and practical usage of Russian phraseological units lead to the development of students not only objective semantic and associative evaluation of the various acts or objects, but also to the ability to implement the same idea through units of different levels of language and speech formulas, which are composed of elements with imagery. The conclusion of the study. We have considered the classification of modern strategies used in the study of Ukrainian as a foreign language. The advantages of communicative-cognitive approach to learning the Ukrainian language are described. Practice shows that motivation and mnemonic techniques are important in learning. The phraseological layer of vocabulary is a very important culturological factor in the process of learning a foreign language. We can see further prospects of our research in a detailed consideration of all the tools of communicative-cognitive approach to the study of language as a foreign language.

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