NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Lockman, Jeffrey J. – Child Development, 1984
Three longitudinal studies were conducted to examine the generalization of detour ability across motor responses and barrier types, and to investigate the relationship between the development of object permanence and detour ability. Results were discussed in terms of differences in reaching and locomotor detour performances. (Author/CI)
Descriptors: Infants, Longitudinal Studies, Object Permanence, Problem Solving
Peer reviewed Peer reviewed
Diamond, Adele – Child Development, 1985
Twenty-five infants were tested every two weeks on the AB Object Permanence Task, from the time they first reached for a hidden object until they were 12 months old. Results indicate that the AB provides an index of the ability to carry out an intention based on stored information despite a conflicting habitual tendency. (Author/RH)
Descriptors: Cognitive Processes, Error Patterns, Individual Differences, Infant Behavior
Peer reviewed Peer reviewed
And Others; Kramer, Judith A. – Child Development, 1975
An investigation of Piaget's theory of object concept development through a series of six tasks administered in a combined longitudinal/cross-sectional design (which incorporated a number of methodological controls). Subjects were 36 infants who received the six tasks during each of three testing sessions over a 6-month period. (Author/ED)
Descriptors: Age Differences, Cognitive Development, Cross Sectional Studies, Developmental Tasks
Peer reviewed Peer reviewed
Rose, Susan A.; And Others – Child Development, 1992
Infants' visual recognition memory (VRM) at seven months was associated with their general intelligence, language proficiency, reading and quantitative skills, and perceptual organization at six years. Infants' VRM, object permanence, and cross-modal transfer of perceptions at one year were related to their IQ and several outcomes at six years.…
Descriptors: Academic Achievement, Cognitive Ability, Early Reading, Followup Studies