Infant Manual Exploration of Objects, Surfaces, and Their Interrelations

Bourgeois, Kristine S.; Khawar, Alexa W.; Neal, Stefanie; Lockman, Jeffrey J.

doi:10.1207/s15327078in0803_3

Cited by 169 publications

(132 citation statements)

References 32 publications

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“…When manipulating an object with the hand, it must adjust to the physical characteristics of the object (like form and size), spatial characteristics (like how the object is oriented) and temporal characteristics (like when you have to close your hand) (Lockman, Ashmead et al 1984;von Hofsten and FazelZandy 1984;von Hofsten and Rönnqvist 1988). By one year of age, children have acquired a number of actions that they use to manipulate objects (Bourgeois, Khawar et al 2005). Furthermore, different objects are manipulated in different ways.…”

Section: Manipulation Of Objectsmentioning

confidence: 99%

“…Children feel the surface more on objects that have surface structure than on objects that do not, and they shake or pound more on objects that produce a sound than on objects that do not (Gibson and Walker 1984;Lockman and McHale 1989;Palmer 1989;Bushnell and Boudreau 1993;Molina and Jouen 1998;Lockman 2005). Bourgeois et al (2005) suggest that future development that demands more complex abilities originates from this early adaptation of different objects. While the ability to manipulate objects is developing, spatial perception, control of posture and gaze and the motivation to grasp improve.…”

Section: Manipulation Of Objectsmentioning

confidence: 99%

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Fitting objects into holes: On the development of spatial cognition skills.

Örnkloo¹,

Hofsten²

2007

Developmental Psychology

118

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The authors examined 14-to 26-month-old infants' understanding of the spatial relationships between objects and apertures in an object manipulation task. The task was to insert objects with various cross-sections (circular, square, rectangular, ellipsoid, and triangular) into fitting apertures. A successful solution required the infant to mentally rotate the object to be fit into the aperture and use that information to plan the action. The object was presented standing up in half of the trials; in the other half, it was lying down. The results showed that infants solved the problem consistently from age 22 months and that a successful solution was associated with appropriate preadjustments before the hand arrived with the block to the aperture. No sex differences were found.

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Section: Manipulation Of Objectsmentioning

confidence: 99%

Section: Manipulation Of Objectsmentioning

confidence: 99%

Fitting objects into holes: On the development of spatial cognition skills.

Örnkloo¹,

Hofsten²

2007

Developmental Psychology

118

View full text Add to dashboard Cite

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“…They recognize affordances of objects and tailor their actions accordingly (Clifton, Rochat, Litovsky, & Perris, 1991;Lockman, Ashmead, & Bushnell, 1984;McCarty, Clifton, Ashmead, Lee, & Goubet,, 2001;von Hofsten & Ronnqvist, 1988;von Hofsten & Fazel-Zandy, 1984). In addition, young infants detect the functional relation between object parts and surfaces and use objects in ways that are consistent with these relations (Bourgeois, Khawar, Neal, & Lockman, 2005;Gibson & Walker, 1984;Molina & Jouen, 1998;Palmer, 1989;Ruff, 1984). Infants 8 to 18 months of age manipulate objects on the basis of the functions they afford (Freeman, Lloyd, & Sinha, 1980;Pier-LeBonniec, 1985), generalize functional properties to objects similar in appearance or that share important characteristics (Baldwin, Markman, & Melartin, 1993;Booth & Waxman, 2002a), and attend to novel ways objects can be used and imitate those actions (Meltzoff, 1988a,b).…”

Section: Increasing Infants' Sensitivity To Color By Making Color Funmentioning

confidence: 99%

Color–function categories that prime infants to use color information in an object individuation task

Wilcox

Woods

Chapa

2008

Cognitive Psychology

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There is evidence for developmental hierarchies in the type of information to which infants attend when reasoning about objects. Investigators have questioned the origin of these hierarchies and how infants come to identify new sources of information when reasoning about objects. The goal of the present experiments was to shed light on this debate by identifying conditions under which infants' sensitivity to color information, which is slow to emerge, could be enhanced in an object individuation task. The outcome of Experiment 1 confirmed and extended previous reports that 9.5-month-olds can be primed, through exposure to events in which the color of an object predicts its function, to attend to color differences in a subsequent individuation task. The outcomes of Experiments 2 to 4 revealed age-related changes in the nature of the representations that support color priming. This is exemplified by three main findings. First, the representations that are formed during the colorfunction events are relatively specific. That is, infants are primed to use the color difference seen in the color-function events to individuate objects in the test events, but not other color differences. Second, 9.5-month-olds can be led to form more abstract event representations, and then generalize to other colors in the test events if they are shown multiple pairs of colors in the color-function events. Third, slightly younger 9-month-olds also can be led to form more inclusive categories with multiple color pairs, but only when they are allowed to directly compare the exemplars in each color pair during the present events. These results shed light on the development of categorization abilities, cognitive mechanisms that support color-function priming, and the kinds of experiences that can increase infants' sensitivity to color information.

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“…Within the first year of life infants gradually learn how to grasp and manipulate objects according to their physical properties (Bourgeois, Khawar, Neal, & Lockman, 2005), but it is only during the second year of life that children develop the ability to effectively grasp and use objects in a meaningful fashion (e.g. grasping a spoon to eat; McCarty, Clifton, & Collard, 1999).…”

Section: Introductionmentioning

confidence: 99%

Learning to use novel objects: A training study on the acquisition of novel action representations

Elk

Paulus

Pfeiffer

et al. 2011

Consciousness and Cognition

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a b s t r a c tMany studies have suggested that the motor system is organized in a hierarchical fashion, around the prototypical end location associated with using objects. However, most studies supporting the hierarchical view have used well-known actions and objects that are highly over-learned. Accordingly, at present it is unclear if the hierarchical principle applies to learning the use of novel objects as well. In the present study we found that when learning to use a novel object subjects acquired an action representation of the end location associated with using the object, as evidenced by slower responses in an action observation task, when the object was presented at an incorrect end location. By showing the importance of knowledge about end locations when learning to use a novel object, the present study suggests that end locations are a fundamental organizing feature of the human motor system.

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Infant Manual Exploration of Objects, Surfaces, and Their Interrelations

Cited by 169 publications

References 32 publications

Fitting objects into holes: On the development of spatial cognition skills.

Fitting objects into holes: On the development of spatial cognition skills.

Color–function categories that prime infants to use color information in an object individuation task

Learning to use novel objects: A training study on the acquisition of novel action representations

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