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Using Habituation of Looking Time to Assess Mental Processes in Infancy
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Oakes, Lisa M. – Journal of Cognition and Development, 2010
Habituation of looking time has become the standard method for studying cognitive processes in infancy. This method has a long history and derives from the study of memory and habituation itself. Often, however, it is not clear how researchers make decisions about how to implement habituation as a tool to study processes such as categorization,…
Descriptors: Infants, Memory, Habituation, Cognitive Processes
In Defense of Qualitative Changes in Development
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Kagan, Jerome – Child Development, 2008
The balance between the preservation of early cognitive functions and serious transformations on these functions shifts across time. Piaget's writings, which favored transformations, are being replaced by writings that emphasize continuities between select cognitive functions of infants and older children. The claim that young infants possess…
Descriptors: Object Permanence, Infants, Developmental Stages, Inferences
Object Permanence After a 24-Hr Delay and Leaving the Locale of Disappearance: The Role of Memory, Space, and Identity
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Moore, M. Keith; Meltzoff, Andrew N. – Developmental Psychology, 2004
Fourteen-month-old infants saw an object hidden inside a container and were removed from the disappearance locale for 24 hr. Upon their return, they searched correctly for the hidden object, demonstrating object permanence and long-term memory. Control infants who saw no disappearance did not search. In Experiment 2, infants returned to see the…
Descriptors: Object Permanence, Long Term Memory, Infants, Infant Behavior
Apes' and Children's Understanding of Cooperative and Competitive Motives in a Communicative Situation
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Herrmann, Esther; Tomasello, Michael – Developmental Science, 2006
Chimpanzees ("Pan troglodytes") and bonobos ("Pan paniscus") (Study 1) and 18- and 24-month-old human children (Study 2) participated in a novel communicative task. A human experimenter (E) hid food or a toy in one of two opaque containers before gesturing towards the reward's location in one of two ways. In the Informing condition, she attempted…
Descriptors: Comprehension, Inferences, Object Permanence, Infants
The Human First Hypothesis: Identification of Conspecifics and Individuation of Objects in the Young Infant
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Bonatti, Luca; Frot, Emmanuel; Zangl, Renate; Mehler, Jacques – Cognitive Psychology, 2002
How do infants individuate and track objects, and among them objects belonging to their species, when they can only rely on information about the properties of those objects? We propose the Human First Hypothesis (HFH), which posits that infants possess information about their conspecifics and use it to identify and count objects. F. Xu and S.…
Descriptors: Infants, Cognitive Psychology, Identification (Psychology), Cognitive Processes
ADAPTIPS: Adapting Curricula for Students Who Are Deaf-Blind and Who Function in the Sensorimotor Developmental Stage.
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Goodrich, Judy A.; Kinney, Patricia G. – 1985
Intended to assist teachers as they assess, plan for, and teach deaf blind students, this manual describes a process for adapting curricula for students who function within the 0-24 month developmental period, also known as the sensorimotor period. The manual's first section provides an overview of project activities including the literature…
Descriptors: Concept Formation, Curriculum Development, Curriculum Enrichment, Deaf Blind