A methodological investigation of Piaget's theory of object concept development in the sensory-motor period

Miller, Dolores J.; Cohen, Leslie B.; Hill, Kennedy T.

doi:10.1016/0022-0965(70)90101-3

Cited by 61 publications

(41 citation statements)

References 6 publications

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“…These results go beyond the normative studies reporting that partial hidings are solved before total hidings (Kramer, Hill, & Cohen, 1975;Miller, Cohen, & Hill, 1970;Piaget, 1954;Uzgiris & Hunt, 1975). No previous study of partial occlusions: (a) had the tasks independently scored from video-records by observers who were not present at testing, (b) used test periods of fixed duration rather than clinical judgments about what constituted a trial, (c) ensured that infants were out-of-action until the occlusion was complete (so they could not initiate search while the object was still fully visible), (d) adopted a task-administration procedure ensuring that infants could not 'succeed' by simply moving the occluder 'last touched' by the experimenter, and (e) tested whether the results were due to learning within the study (the significant firsttrial effects reported here).…”

Section: Resultsmentioning

confidence: 41%

“…When infants began to solve partial occlusions they usually grasped the visible part of the object protruding from the occluder; later, they often recovered the object by removing the occluder, then grasping the object. This second means of recovery has not been reported in the literature, probably because most assessments were done with the visible part, often the head of a toy, protruding toward the infants so it was attractive and easy to grasp (e.g., Miller, Cohen, & Hill, 1970;Uzgiris & Hunt, 1975). If infants solve partial hidings simply by pulling on the visible portion, the motor and means-ends skills for recovering the partially hidden object are different and easier than for recovering the totally hidden one.…”

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confidence: 99%

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Factors affecting infants’ manual search for occluded objects and the genesis of object permanence

Moore

Meltzoff

2008

Infant Behavior and Development

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Two experiments systematically examined factors that influence infants' manual search for hidden objects (N = 96). Experiment 1 used a new procedure to assess infants' search for partially versus totally occluded objects. Results showed that 8.75-month-old infants solved partial occlusions by removing the occluder and uncovering the object, but these same infants failed to use this skill on total occlusions. Experiment 2 used sound-producing objects to provide a perceptual clue to the objects' hidden location. Sound clues significantly increased the success rate on total occlusions for 10-month-olds, but not for 8.75-month-olds. An identity development account is offered for why infants succeed on partial occlusions earlier than total occlusions and why sound helps only the older infants. We propose a mechanism for how infants use object identity as a basis for developing a notion of permanence. Implications are drawn for understanding the dissociation between lookingtime and search assessments of object permanence.

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Section: Resultsmentioning

confidence: 41%

mentioning

confidence: 99%

Factors affecting infants’ manual search for occluded objects and the genesis of object permanence

Moore

Meltzoff

2008

Infant Behavior and Development

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“…Apparatus and stimuli.--The experimental arrangements were very similar to those used by Miller et al (1970). Briefly, the sessions were conducted in a room divided into experimental and observation areas by a partition standing threequarters to the ceiling.…”

Section: Methodsmentioning

confidence: 99%

“…At most, it was hypothesized that different levels of achievement within a stage would be reflected in task performance corresponding to the different rates of earlier habituation. To examine this possibility, hiding tasks selected from those used by Miller, Cohen, and Hill (1970) were administered to infants who had participated in a project on serial habituation 10 months earlier (Miller,Deslauriers,& Farrow,Note 1) wherein the procedures and circular stimulus of Miller (1972) were used.…”

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confidence: 99%

Individual Differences in Habituation Rates and Object Concept Performance

Miller¹,

Sinnott²,

Short³

et al. 1976

Child Development

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The scores from object concept tasks for 15 infants at 14 months of age were analyzed with respect to their habituation rates at 4 months of age. Partitioning of the data according to subjects categorized as fast and slow habituators brought some organization consistent with the notion that the former are more advanced than the latter. Statistical differences between groups did not obtain, but a significant correlation between ranked task scores and habituation ratios offers some support to the interpretation. The possibility of using habituation rates or ratios as an index of differences in processing, perhaps with some predictive value, may be considered if further evidence of relations to later cognitive performanceis found.

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“…Its attainment, requiring some form of memory, has been studied by numerous experimenters (e.g., Bower, 1971;Graft & Landers, 1971;Miller, Cohen & Hill, 1970). More specifically, some investigators have hypothesized that it plays a direct role in emotion expression and emotion-related behavior.…”

Section: A Emotion Expressions and Specific Cognithe Attainmentsmentioning

confidence: 98%

Emotion Expressions and Personality Integration in Infancy

Izard

Buechler

1979

Emotions in Personality and Psychopathology

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In this chapter, Dr. Buechler and I suggest some new ways of thinking about emotions in infancy. The concept of emotional development is considered too broad to treat as a single topic. The chapter discusses four developmental processes relating to the emotions and to infant development and infant wellbeing. The expressions of the emotions in infancy are seen as critical in personality integration and the development of infant-parent and other social relationships. The question of the predictive value of emotion response patterns in infancy is placed in perspective, in part by considering the value of studying emotions in infancy apart from the issue of continuity of infant emotion traits. 15Most people agree that emotions play an important role in human development. Many would also agree on a number of other general statements about relationships between emotions, creative activities, conflict, and coping processes. Agreement would be more difficult to obtain, however, when we begin to make more specific statements about how emotions influence other areas of development. Even more controversy would be generated by statements about how emotions in infancy relate to personality and social behavior in later life.Regarding this latter issue, we want to emphasize our belief that prediction of later development is by no means the only justification for studying emotions in infancy. Scientifically, emotions and processes of personality integration in infancy are of interest in their own right. Practically, increased understanding of emotions in infancy should facilitate the nurturance of emotionally, socially, and physically healthy infants, and it is desirable to foster well-being at all ages.We believe that the search for continuities and discontinuities in infancy is very important. We believe that stable individual differences exist, and that those that will be predictive of adaptive and maladaptive personality development will be found in the emotion domain, including emotion-cognition and emotion-behavior relationships. Investigation of these phenomena involves study of infant-environment interactions, a need emphasized by Emde and Robinson (1976). The emotions themselves have a social (expressive, environment-directed, or communicative) aspect and emotion-cognition/behavior

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A methodological investigation of Piaget's theory of object concept development in the sensory-motor period

Cited by 61 publications

References 6 publications

Factors affecting infants’ manual search for occluded objects and the genesis of object permanence

Factors affecting infants’ manual search for occluded objects and the genesis of object permanence

Individual Differences in Habituation Rates and Object Concept Performance

Emotion Expressions and Personality Integration in Infancy

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