Infant behavior: Its genesis and growth.

Gesell, Arnold; Thompson, Helen; Amatruda, Catherine Strunk

doi:10.1037/11333-000

Cited by 200 publications

(86 citation statements)

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“…By observing how a young child inserts objects into apertures and piles objects into towers, one can compare his/her attention, orientation of objects, and control of impulses to that of other children. The Bayley Scales of Infant Development-Second Edition (BSID-II) and similar studies have found that children of one year of age manage to insert one object into an aperture (Gesell and Thompson 1934;Bayley 1969;Hayashi and Matsuzawa 2003;Hayashi 2007). It is therefore somewhat surprising that we have not found more systematic studies reflecting this development.…”

mentioning

confidence: 77%

“…Researchers conclude that children are about one 20 year old when they can insert a simple object, like a ball, into a circular aperture (Gesell and Thompson 1934;Bayley 1969;Hayashi and Matsuzawa 2003;Hayashi 2007). It is not until they are nearly two years old that they can insert a more complicated object, like a cube, into a square aperture (Gesell and Thompson 1934;Bayley 1969;Geerts, Einspieler et al 2003). What makes the cube more difficult to fit into a hole than a ball is that the former must be oriented in such a way as to make its cross-section correspond to the orientation of the aperture.…”

Section: Mental Rotation Perceiving Object In Different Perspectivesmentioning

confidence: 99%

“…Furthermore, they seemed to have a hand preference for horizontal orientation. By 12 months, children can insert a ball into an aperture (Gesell and Thompson 1934;Bayley 1969;Achard and von Hofsten 2000;Hayashi and Matsuzawa 2003;Hayashi 2007). However, that does not mean that they pre-adjust the hand to the object at such an early age.…”

Section: Mental Rotation Perceiving Object In Different Perspectivesmentioning

confidence: 99%

“…This demands careful planning (CaseSmith 1995). At the age of about one, children begin to be interested in the problem of how to get an object into an aperture (Gesell and Thompson 1934;Bayley 1969;Hayashi and Matsuzawa 2003;Hayashi 2007). However, they do not yet know how to do it (Meyer 1940;Piaget and Inhelder 1956;McKenzie, Slater et al 1993;McCarty, Clifton et al 1999).…”

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confidence: 99%

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

Örnkloo¹,

Hofsten²

2007

Developmental Psychology

121

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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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mentioning

confidence: 77%

Section: Mental Rotation Perceiving Object In Different Perspectivesmentioning

confidence: 99%

Section: Mental Rotation Perceiving Object In Different Perspectivesmentioning

confidence: 99%

mentioning

confidence: 99%

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

Örnkloo¹,

Hofsten²

2007

Developmental Psychology

121

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“…As a skilled listener, the child is able to detect when he or she has conformed or deviated from the experimenter's verbal behavior. Thus, with vocal behavior, children are discriminating listeners long before they become fluent speakers (Fraser et al, 1963;Mann & Baer, 1971;Gesell & Thompson, 1934;Whitehurst & Novak, 1973;Palmer, 1996). The feedback from one's own speech serves a different reinforcing function that appears to play a role in the shaping and development of verbal behavior.…”

Section: Discussionmentioning

confidence: 99%

The Role of Modeling and Automatic Reinforcement in the Construction of the Passive Voice

Wright

2006

Analysis Verbal Behav

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Language acquisition has been a contentious topic among linguists, psycholinguists, and behaviorists for decades. Although numerous theories of language acquisition have surfaced, none have sufficiently accounted for the subtleties of the language that children acquire. The present study attempts to explain the role of modeling and automatic reinforcement in the acquisition of the passive voice. Six children, ages 3 to 5, participated in this study. The results indicated that the children began using the passive voice only after the experimenter modeled passive sentences. Furthermore, the usage of the passive voice increased with repeated exposure to the experimenter's verbal behavior. Given that the children were not explicitly reinforced, it is proposed that their behavior was automatically reinforced for using the passive voice.

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