Integration of thought and action continued: Scale errors and categorization in toddlers

Arterberry, Martha E.; Hespos, Susan J.; Walsh, Cole A.; Daniels, Carolyn I.

doi:10.1111/infa.12364

Cited by 3 publications

(3 citation statements)

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“…The child then returned to the playroom and played with the replaced objects for another 5−7 min. According to Arterberry et al (2020), children only experienced the latter interaction phase.…”

Section: Scale Error Taskmentioning

confidence: 99%

Large‐scale data decipher children's scale errors: A meta‐analytic approach using the zero‐inflated Poisson models

Hagihara,

Ishibashi,

Moriguchi

et al. 2024

Developmental Science

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Scale errors are intriguing phenomena in which a child tries to perform an object‐specific action on a tiny object. Several viewpoints explaining the developmental mechanisms underlying scale errors exist; however, there is no unified account of how different factors interact and affect scale errors, and the statistical approaches used in the previous research do not adequately capture the structure of the data. By conducting a secondary analysis of aggregated datasets across nine different studies (n = 528) and using more appropriate statistical methods, this study provides a more accurate description of the development of scale errors. We implemented the zero‐inflated Poisson (ZIP) regression that could directly handle the count data with a stack of zero observations and regarded developmental indices as continuous variables. The results suggested that the developmental trend of scale errors was well documented by an inverted U‐shaped curve rather than a simple linear function, although nonlinearity captured different aspects of the scale errors between the laboratory and classroom data. We also found that repeated experiences with scale error tasks reduced the number of scale errors, whereas girls made more scale errors than boys. Furthermore, a model comparison approach revealed that predicate vocabulary size (e.g., adjectives or verbs), predicted developmental changes in scale errors better than noun vocabulary size, particularly in terms of the presence or absence of scale errors. The application of the ZIP model enables researchers to discern how different factors affect scale error production, thereby providing new insights into demystifying the mechanisms underlying these phenomena. A video abstract of this article can be viewed at https://youtu.be/1v1U6CjDZ1QResearch Highlights We fit a large dataset by aggregating the existing scale error data to the zero–inflated Poisson (ZIP) model. Scale errors peaked along the different developmental indices, but the underlying statistical structure differed between the in‐lab and classroom datasets. Repeated experiences with scale error tasks and the children's gender affected the number of scale errors produced per session. Predicate vocabulary size (e.g., adjectives or verbs) better predicts developmental changes in scale errors than noun vocabulary size.

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Section: Scale Error Taskmentioning

confidence: 99%

Large‐scale data decipher children's scale errors: A meta‐analytic approach using the zero‐inflated Poisson models

Hagihara,

Ishibashi,

Moriguchi

et al. 2024

Developmental Science

View full text Add to dashboard Cite

show abstract

“…The challenge of integrating perceptual information with the appropriate action representation is illustrated by an intriguing phenomenon known as the scale error (e.g., DeLoache et al, 2013;DeLoache et al, 2004;Rivière, Brisson & Aubertin, 2020). When making a scale error, young children make mistakes by attempting to put their bodies into CHILDREN'S SCALE ERRORS ACROSS CULTURES 5 miniature versions of everyday objects (Arterberry et al 2020). For example, children have been observed trying to get into a miniature sized car, just as they would do with a normal sized car.…”

Section: Introductionmentioning

confidence: 99%

“…broadly,Arterberry et al (2020) proposed that scale errors stem from failure to fully integrate action, perception and cognition. Clearly, future work should identify and explore potential cross-cultural differences in the relative contribution of these mechanisms.…”

mentioning

confidence: 99%

Children’s scale errors and object processing: Early evidence for cross-cultural differences

Ishibashi

Twomey

Westermann

et al. 2021

Infant Behavior and Development

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Highlights・We examined the relationship between children's scale errors and their categorization ability in Japan and UK.・UK children who showed greater local processing made more scale errors, whereas Japanese children, who overall showed greater global processing, showed no such relationship.・Suppression of scale errors in children may emerge not from attention to size per se, but from an integration of global and local information during object processing.

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Object labeling activates young children’s scale errors at an early stage of verb vocabulary growth

Hagihara

Ishibashi

Moriguchi

et al. 2022

Journal of Experimental Child Psychology

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Integration of thought and action continued: Scale errors and categorization in toddlers

Abstract: Developmental change is often portrayed as an upward trajectory where the abilities of the child are elaborated and refined over time in continuous improvement (Siegler et al., 2017) or a progression of

Cited by 3 publications

References 50 publications

Large‐scale data decipher children's scale errors: A meta‐analytic approach using the zero‐inflated Poisson models

Large‐scale data decipher children's scale errors: A meta‐analytic approach using the zero‐inflated Poisson models

Children’s scale errors and object processing: Early evidence for cross-cultural differences

Object labeling activates young children’s scale errors at an early stage of verb vocabulary growth

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