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Related Experiment Video

Updated: Jul 9, 2026

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Individuation of objects and events: a developmental study.

Laura Wagner1, Susan Carey

  • 1Harvard University, Cambridge, MA 02138 USA. lwagner@wjh.harvard.edu

Cognition
|November 6, 2003
PubMed
Summary

Children can use language to guide counting, but a bias for spatial counting persists, especially with objects. This bias is overcome for events and some non-spatial object types, showing language

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Children exhibit a strong bias towards spatio-temporal individuation when counting, often overriding linguistic cues.
  • Previous research indicates children prioritize spatial grouping over descriptive language in object individuation tasks.
  • Understanding how language influences individuation strategies is crucial for developmental and cognitive research.

Purpose of the Study:

  • To investigate children's capacity to employ linguistic information for selecting individuation criteria in object and event domains.
  • To examine developmental changes in children's reliance on spatio-temporal versus linguistic cues for counting.
  • To explore the cognitive origins of the spatio-temporal individuation bias and its interaction with language acquisition.

Main Methods:

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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Observing the Transformation of Bodily Self-consciousness in the Squeeze-machine Experiment

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Related Experiment Videos

Last Updated: Jul 9, 2026

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

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07:20

Observing the Transformation of Bodily Self-consciousness in the Squeeze-machine Experiment

Published on: March 8, 2019

  • Experiment 1: Children (3-5 years) and adults counted objects and events under varied linguistic descriptions (kind vs. 'thing' labels; telic vs. atelic predicates).
  • Experiment 2: Extended object tasks to include non-spatio-temporal units like sub-parts and collections, assessing linguistic influence on counting.
  • Comparative analysis of counting strategies across age groups and task types (objects vs. events).

Main Results:

  • Children, like adults, showed a preference for spatio-temporal individuation across both tasks.
  • Children successfully adapted their counting strategy to linguistic descriptions for events and non-spatio-temporal object units (sub-parts).
  • A persistent spatio-temporal bias was observed in children when counting collections, even with linguistic guidance.

Conclusions:

  • Children's ability to use language to guide individuation is domain-dependent, more flexible for events than objects.
  • The spatio-temporal individuation bias is robust but can be modulated by linguistic input for specific non-spatial categories.
  • Findings suggest an interplay between developing linguistic knowledge and innate cognitive biases in early counting development.