Learning About Objects In Infancy
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Learning About Objects In Infancy
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Author : Amy Work Needham
language : en
Publisher: Routledge
Release Date : 2016-03-17
Learning About Objects In Infancy written by Amy Work Needham and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-03-17 with Psychology categories.
How do young infants experience the world around them? How similar or different are infants’ experiences from adults’ experiences of similar situations? How do infants progress from relatively sparse knowledge and expectations early in life to much more elaborate knowledge and expectations just several months later? We know that much of infants’ learning before four to five months of age is visually-based. As they develop the ability to reach for objects independently, they can explore objects that are of particular interest to them—a new skill that must be important for their learning. Through this transition to independent reaching and exploration, infants go a long way toward forming their own understandings of the objects around them. Towards the end of the first year of life, infants begin manipulating one object relative to another and this skill sets the stage for them to begin using objects instrumentally—using one object to create changes in other objects. This new ability opens up many opportunities for infants to learn about using tools. In this volume, Amy Work Needham provides an extensive overview of her research on infant learning, with a particular focus on how infants learn about objects. She begins with an explanation of how basic aspects of how infants’ visual exploration of objects allows them to create new knowledge about objects and object categories. She continues with a description of infants’ visual and manual learning about hand-held tools and how these tools can be used to achieve goals. Throughout, she focuses on active learning and development, which results in infants making important contributions to their own learning about objects. She concludes by synthesizing the findings discussed, pulls out recurring themes across studies, and brings together fundamental principles of how infants learn about objects.
Developing Object Concepts In Infancy
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Author : David H. Rakison
language : en
Publisher: Wiley-Blackwell
Release Date : 2008-04-15
Developing Object Concepts In Infancy written by David H. Rakison and has been published by Wiley-Blackwell this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-04-15 with Education categories.
We present a domain-general framework called constrained attentional associative learning to provide a developmental account for how and when infants form concepts for animates and inanimates that encapsulate not only their surface appearance but also their movement characteristics. Six simulations with the same general-purpose architecture implement the features of the theory to model infant behavior in learning about objects’ motion trajectory, their causal role, their onset of motion, and the initial mapping between a label and a moving object. Behavioral experiments with infants tested novel hypotheses generated by the model, showing that verbal labels initially may be associated with specific features rather than overall shape. Implications of the framework and model are discussed in relation to the mechanisms of early learning, the development of the animate–inanimate distinction, and the nature of development in the first years of life.
Learning About Objects In Infancy
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Author : Amy Work Needham
language : en
Publisher: Routledge
Release Date : 2016-03-17
Learning About Objects In Infancy written by Amy Work Needham and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-03-17 with Psychology categories.
How do young infants experience the world around them? How similar or different are infants’ experiences from adults’ experiences of similar situations? How do infants progress from relatively sparse knowledge and expectations early in life to much more elaborate knowledge and expectations just several months later? We know that much of infants’ learning before four to five months of age is visually-based. As they develop the ability to reach for objects independently, they can explore objects that are of particular interest to them—a new skill that must be important for their learning. Through this transition to independent reaching and exploration, infants go a long way toward forming their own understandings of the objects around them. Towards the end of the first year of life, infants begin manipulating one object relative to another and this skill sets the stage for them to begin using objects instrumentally—using one object to create changes in other objects. This new ability opens up many opportunities for infants to learn about using tools. In this volume, Amy Work Needham provides an extensive overview of her research on infant learning, with a particular focus on how infants learn about objects. She begins with an explanation of how basic aspects of how infants’ visual exploration of objects allows them to create new knowledge about objects and object categories. She continues with a description of infants’ visual and manual learning about hand-held tools and how these tools can be used to achieve goals. Throughout, she focuses on active learning and development, which results in infants making important contributions to their own learning about objects. She concludes by synthesizing the findings discussed, pulls out recurring themes across studies, and brings together fundamental principles of how infants learn about objects.
Properties Of Infants Learning About Objects
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Author : Kristin B. Shutts
language : en
Publisher:
Release Date : 2006
Properties Of Infants Learning About Objects written by Kristin B. Shutts and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Infants categories.
Learning And The Infant Mind
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Author : Amanda Woodward
language : en
Publisher: Oxford University Press
Release Date : 2008-09-08
Learning And The Infant Mind written by Amanda Woodward and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-09-08 with Psychology categories.
When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge. Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge. These authors have begun to consider whether and how the products of learning "go beyond" the input in several senses. As a result, several converging trends emerge across Whese diverse points of view. These authors have begun to investigate whether infants derive relatively abstract representations from experience, as well as the extent to which infants generalize information learned in one context to a new context. They have also begun to investigate the extent to which learning is generative, constraining and informing subsequent learning.
Children And Play
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Author : Peter K. Smith
language : en
Publisher: John Wiley & Sons
Release Date : 2009-03-30
Children And Play written by Peter K. Smith and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-03-30 with Psychology categories.
The role of play in child development is a source of ongoing interest and debate. In this book, renowned expert Peter Smith offers an expansive definition of the term “play”, taking an in-depth look at its impact on children, as well as its adaptive value for birds and mammals, including primates. Using both contemporary and classic research, Smith examines how different age groups and sexes participate in a wide variety of play, including exercise and rough-and- tumble play, fantasy play and imaginary friends, and play with objects. The book gauges the function of play in early childhood education and makes the case for and against recess breaks in school. How play occurs in different societies and among various populations – including children with special needs – is also explored. With its comprehensive coverage of theoretical, historical, cross-cultural, and evolutionary perspectives, Children and Play holds significant insights for parents, educators, and clinicians.
Your Baby Can Learn Objects
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Author : Robert Titzer
language : en
Publisher:
Release Date : 2020-10
Your Baby Can Learn Objects written by Robert Titzer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-10 with categories.
The Objects Early Literacy Sliding Book is designed to be one of the first books that your young child can read. Children get to see sentences on the main pages of the book and then again on the sliding tabs. For babies, toddlers, and young children ages 3 months to 7 years.The primary purposes of this book are to help your child learn to read the key words in this book and to learn how to categorize objects more accurately. Each category shows four types of items that belong in the category. For instance, the page on clothes shows shirts, jackets, shorts, and jeans on the sliding tab. Being able to categorize objects is an important skill for babies and toddlers to learn. There is research showing that it can be taught in part by highlighting a shape bias (or helping the child figure out that the shape of an object typically gives more category information than its color, texture, size, material, or design).Our new Early Literacy Sliding Books are designed to teach children literacy skills including learning to read individual words, phrases, sentences, and books as well as introducing phonics skills. The Early Literacy Sliding Books use the novel technique of repeating identical sentences on the main pages and sliding tabs while using different fonts. This is to help early readers transition from reading words and phrases to reading sentences and entire books. On the main pages, children see sentences which can be read by the parent while the child points to the words. The same sentences are intentionally repeated on the sliding tabs along with images that show their meanings. The children may repeat the same sentences aloud while the parent points to the words on the sliding tabs. If both of these are done, then the child is looking at the words while the parent reads the sentences and again as the child repeats the sentences aloud. These books are designed to help young children understand, say, and read words.
Development Of Perception In Infancy
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Author : Martha E. Arterberry
language : en
Publisher: Oxford University Press
Release Date : 2016
Development Of Perception In Infancy written by Martha E. Arterberry and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with Psychology categories.
In Development of Perception in Infancy: The Cradle of Knowledge Revisited, Martha E. Arterberry and Philip J. Kellman study the methods and data of scientific research on infant perception, introducing and analyzing topics (such as space, pattern, object, and motion perception) through philosophical, theoretical, and historical contexts. Since the original publication of this book in 1998 (MIT), Arterberry and Kellman address in addition the mechanisms of change, placing the basic capacities of infants at different ages and exploring what it is that infants do with this information.
Object Quality Learning Sets In Human Infants
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Author : Jane Verwoert Hunt
language : en
Publisher:
Release Date : 1962
Object Quality Learning Sets In Human Infants written by Jane Verwoert Hunt and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1962 with Child psychology categories.
How Infants Learn Signs For Objects
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Author : Aaron Michael Shield
language : en
Publisher:
Release Date : 2004
How Infants Learn Signs For Objects written by Aaron Michael Shield and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
This paper reports three experiments on infants’ sign learning. In order for an infant to learn a spoken word, s/he must first associate the sound pattern of that word with an object by mapping an auditory stimulus (the word) onto a visual stimulus (the referent). Moreover, presentation of the label and of the referent is likely to happen simultaneously during episodes of joint attention between mother and child. Much less is known about how infants learn signs. Unlike word learning, the learning of a sign involves a unimodal mapping between two visually presented stimuli. The signing child must look at both the referent and the signed label in order to register a sign object mapping. Instances of joint attention are thus complicated by the fact that either the child must shift his/her attention from the referent to the label or the parent must employ strategies to consolidate the object and the label within the child’s field of vision (Holzrichter & Meier, 2000). Despite these seeming complications, sign learning is not delayed vis-à-vis the acquisition of first words (Newport & Meier, 1985; Petitto, 1988). Werker, Cohen, Lloyd, Casasola and Stager (1998) sought to determine the age at which hearing infants could learn word-object pairings with minimal exposure and without contextual support. Using a “switch” paradigm, they found that 14-month-olds were able to make such mappings. Infants were exposed to pictures of unfamiliar objects while hearing a made-up word until a habituation criterion was met. In the test phase of the experiment, the associations between labels and objects were switched. The 14- month-olds looked significantly longer during the switched trial, indicating that they were surprised to hear a label/object pairing different from the one they had habituated to. Thus, those infants had successfully made a mapping between word label and object. Keeping the basic design of this study, we sought to probe the conditions under which a sign-object mapping can be made. In three studies we familiarized 14-month-old hearing infants to videotaped, non-iconic signs (the American Sign Language signs DOG and TRAIN) paired with pictures of objects. Infants were then tested on familiar and nonfamiliar sign-object pairings. The Pilot Study included 6 infants. Experiments 2 and 3 each included 32 infants but differed in the stimuli shown to the infants. Experiment 2 showed only the signer’s torso and hands. In Experiment 3, the signer’s face was also shown, and the signer pointed at the object being labeled before producing the sign. Thus, more social referencing information was provided in Experiment 3 than in Experiment 2. 14-month old girls, but not boys, looked longer at unfamiliar sign-object pairings than at familiar ones in Experiment 3, thus indicating sign learning. However, neither boys nor girls looked longer at unfamiliar sign-object pairings in Experiment 2, indicating that no association between sign and object had been made. Therefore, 14-month-old girls showed evidence of having made an association between a sign and an object when shown signs that included the signer’s face and pointing at the object. These studies help clarify under what conditions sign-object mappings take place, and how such mappings differ from spoken language word-object mappings