2.5-Month-Old Infants' Reasoning about When Objects Should and Should Not Be Occluded

Aguiar, Andréa; Baillargeon, Renée

doi:10.1006/cogp.1999.0717

Cited by 193 publications

(187 citation statements)

References 49 publications

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“…Aguiar & Baillargeon, 1999;Hespos & Baillargeon, 2001b;Luo & Baillargeon, in press;Wilcox et al, 1996). As such, the present results provide support for the prediction, derived from the reasoning account presented in the Introduction, that young infants should be able to detect any continuity violation, in any event category, as long as it involves only the basic information they can represent.…”

Section: Discussionsupporting

confidence: 84%

“…Aguiar & Baillargeon, 1999Baillargeon & DeVos, 1991;Hespos & Baillargeon, 2001a,b;Luo & Baillargeon, in press, 2004;Wilcox, 1999;Wilcox & Chapa, 2004;Wilcox et al, 1996). The present research brought to light several additional examples involving other event categories.…”

Section: Discussionmentioning

confidence: 51%

“…In order to detect the violation that occurs when an object fails to appear between two occluders (e.g. Aguiar & Baillargeon, 1999;Luo & Baillargeon, in press;Wilcox et al, 1996), or when an object that has been lowered inside a container is revealed when the container is slid aside (e.g. Hespos & Baillargeon, 2001a), infants need only represent the basic information about the objects present, their open/closed surfaces, and their spatial arrangement over time.…”

Section: Basic and Variable Continuity Violationsmentioning

confidence: 99%

“…On the one hand, (1) 2.5-month-old infants are surprised when an object disappears behind one occluder and reappears from behind another occluder without appearing in the gap between them (Aguiar & Baillargeon, 1999;Luo & Baillargeon, in press;Wilcox, Nadel, & Rosser, 1996); (2) 2.5-month-old infants are surprised when an object is lowered inside a container through its closed top (Hespos & Baillargeon, 2001b); and (3) 2.5-month-old infants are surprised when an object that has been lowered inside a container is revealed when the container is slid aside (Hespos & Baillargeon, 2001b). On the other hand, (1) infants less than 3.5 months of age are not surprised when a tall object becomes hidden behind a short occluder (Aguiar & Baillargeon, 2002;Baillargeon & DeVos, 1991); (2) infants less than 7.5 months of age are not surprised when two objects, identical except for pattern (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Aguiar, A., & Baillargeon, R. (1999). 2.5-month-old infants' reasoning about when objects should and should not be occluded.…”

mentioning

confidence: 99%

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Detecting continuity violations in infancy: a new account and new evidence from covering and tube events

2005

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Recent research on infants' responses to occlusion and containment events indicates that, although some violations of the continuity principle are detected at an early age e.g. Aguiar, A., & Baillargeon, R. (1999). 2.5-month-old infants' reasoning about when objects should and should not be occluded. The present research focused on events involving covers or tubes, and brought to light additional examples of early and late successes in infants' ability to detect continuity violations. In Experiment 1, 2.5-to 3-month-old infants were surprised (1) when a cover was lowered over an object, slid to the right, and lifted to reveal no object; and (2) when a cover was lowered over an object, slid behind the left half of a screen, lifted above the screen, moved to the right, lowered behind the right half of the screen, slid past the screen, and finally lifted to reveal the object. In Experiments 2 and 3, 9-and 11-month-old infants were not surprised when a short cover was lowered over a tall object until it became fully hidden; only 12-month-old infants detected this violation. Finally, in Experiment 4, 9-, 12-, and 13-month-old infants were not surprised when a tall object was lowered inside a short tube until it became fully hidden; only 14-month-old infants detected this violation. A new account of infants' physical reasoning attempts to make sense of all of these results. New research directions suggested by the account are also discussed.

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Section: Discussionsupporting

confidence: 84%

Section: Discussionmentioning

confidence: 51%

Section: Basic and Variable Continuity Violationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Aguiar, A., & Baillargeon, R. (1999). 2.5-month-old infants' reasoning about when objects should and should not be occluded.…”

mentioning

confidence: 99%

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Detecting continuity violations in infancy: a new account and new evidence from covering and tube events

2005

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Object Concept, Development of

Baillargeon

Luo

2006

Encyclopedia of Cognitive Science

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Language Acquisition

Fisher¹,

Gleitman²

2002

Stevens' Handbook of Experimental Psychology

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Learning to speak and understand a language is probably one of the most complicated tasks we ever do. Yet this learning task is regularly accomplished by very young children. Three fundamental components of this task structure our review: discovering the words (and other linguistic forms), entertaining concepts of the kind expressed by those linguistic forms, and mapping linguistic elements onto their meanings. First, children must analyze the stream of speech to find the particular linguistic forms used in their community. We review evidence that listeners, from infancy to adulthood, are exquisitely sensitive to the details and the statistics of their experience with spoken language. Second, children must be able to entertain concepts of the kind that are expressed in languages. Here we recruit evidence from the field of infant cognition to argue that pre‐linguistic infants form object categories and factor their knowledge of events into objects (e.g., cup, ball) and relations between them (e.g., containment). These structured concepts constitute the semantic building blocks of language. Striking evidence that usefully‐structured concepts precede language learning comes from the invented communication systems (Home Sign) of linguistically isolated deaf children. Third, children must accomplish a specific mapping between linguistic elements and the ideas they evoke. We propose that children learn a core vocabulary of concrete words (including many names for things) by observing which words systematically occur with particular elements in the world. This is no simple process—it depends on every aspect of the child's developing conceptual apparatus and nascent understanding of human intentions. This initial vocabulary, in turn, boosts the child into a better position to learn other words, and to begin to work out the phrase structure of the language. Even very young children use partial knowledge of syntax to guide sentence interpretation, and therefore to learn new words.

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2.5-Month-Old Infants' Reasoning about When Objects Should and Should Not Be Occluded

Cited by 193 publications

References 49 publications

Detecting continuity violations in infancy: a new account and new evidence from covering and tube events

Detecting continuity violations in infancy: a new account and new evidence from covering and tube events

Object Concept, Development of

Language Acquisition

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