Prior to considering the ability of infants to think, this discussion attempts to dispel prevalent myths about babies' thought processes. The fact that infants do not intentionally manipulate their parents; are not identical; are not simply hedonistic seekers of bodily pleasures; and are not passive, disorganized beings needing training into…

Many people come to analysis appearing quite ordinary on the surface. However, once below that surface, there often appear extraordinary protections created to keep at bay any awareness of deeply traumatic happenings occurring at some point in life. This book investigates the development and function of these protections, allowing the reader to…

In this activity, students experiment and observe the similarities and differences between human-made objects and nature in small groups. Students compare the function and structure of hollow bones with drinking straws, bird beaks and tool pliers, and bat wings and airplane wings. A classroom discussion can be held to discuss similarities and…

Presents paradigmatic case of "failure to know" involving a 36-year-old man treated in psychoanalytic therapy. Reviews issues such as the construction of narrative meaning, the concept of alexithymia, and the object-relational concept of the "unthought known." Discusses transference-countertransference matrix. (JBJ)

Examines perceptions of adults compared with preschool children in assuming object permanence or discontinuity of existence when an object is removed from their immediate perceptual field. Results showed that a belief in the possibility of the discontinuity of material objects is not unique to the minds of preschool children but can also be…

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.…

This paper discusses a longitudinal, exploratory study of developmental dimensions related to object permanence theory and explains how multidimensional scaling techniques can be used to identify developmental dimensions. Eighty infants, randomly assigned to one of four experimental groups and one of four counterbalanced orders of stimuli, were…

Observation of mothers and their two-year-olds (N=10) in routine, free play, and novel discourse settings suggested that object labelling was more varied in natural than in experimental settings. Basic level tokens were less prevalent and subordinate level term usage was more common in the routine and novel contexts. (Author/CB)

Measures of visual and tactual recognition memory, tactual-visual transfer, and object permanence were obtained for preterm and full-term infants. Measures of tactual-visual transfer were correlated with later intelligence measures up to the age of five years. These correlations were independent of socioeconomic status, medical risk, and early…

The purpose of this study was to cross-sectionally and longitudinally examine the developmental process of search behavior in infancy. Subjects were 23 Japanese normal infants (11 males and 12 females) who were individually tested once a month from the age of six to 13 months in laboratory settings. Small toys and three white opaque cubic boxes…

A longitudinal study of three children examined the relation between object permanence and language development. (Author/NCR)

Describes an attempt to study and map the development of children's conceptions of materials. Interviews with preschool, first-grade, fourth-grade, and seventh-grade students revealed a dramatic improvement during the years studied in children's abilities to talk and think about materials. (ML)

Examined was the effectiveness of training four severely and profoundly retarded children (3-6 years old) to improve their level of functioning on a measure of object permanence and to demonstrate generalization to other areas of sensorimotor intelligence. Ss were given a pretest and posttest on the I. Uzgiris and J. Hunt instrument which consists…

Describes a lexical training program developed to teach object, visible movement, and invisible movement words to children at stage 5 (N=7) and stage 6 (N=16) object permanence development. Stage 6 children learned all three types of words equally well, while stage 5 children learned object and visible movement but not invisible movement words.…

This revised curriculum is designed to provide intervention strategies for both professionals and paraprofessionals to use with children with disabilities who are functioning in the birth to 24-month developmental range. The curriculum is based on normal sequences of development but does not assume even development across domains. The curriculum…