Related Experiment Video
Updated: Jul 31, 2026
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
Preexisting knowledge versus on-line learning: what do young infants really know about spatial location?
Nora S Newcombe1, Julia Sluzenski, Janellen Huttenlocher
1Department of Psychology, Temple University, 1701 N. 13th Street, Rm. 565, Philadelphia, PA 19122, USA. newcombe@temple.edu
Psychological Science
|March 1, 2005
Summary
Five-month-old infants develop expectations about object locations. This study shows infants react to unexpected events, indicating early spatial reasoning abilities in infant cognition.
Area of Science:
- Developmental Psychology
- Cognitive Science
- Infant Cognition
Background:
- Violation-of-expectation experiments are key to understanding infant cognition.
- Infant reactions in these studies may stem from prior knowledge or familiarization learning.
Purpose of the Study:
- To investigate the source of infants' expectations in object permanence tasks.
- To differentiate between preexisting world knowledge and learning during familiarization.
Main Methods:
- Utilized a novel method contrasting familiarization with everyday versus anomalous events.
- Tested 5-month-old infants' expectations about object locations hidden in sand.
Main Results:
- Infants familiarized with everyday events reacted to anomalous outcomes.
- Infants familiarized with anomalous events did not react to everyday outcomes, ruling out alternative explanations.
Conclusions:
- Five-month-old infants possess expectations about object locations in continuous space.
- This suggests early development of spatial reasoning and object permanence understanding.
Related Concept Videos
01:26Higher Mental Functions of Brain: Learning and Memory
Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
01:18Introduction to Learning
Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
01:12Observational Learning
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
01:14Piaget's Stage 1 of Cognitive Development
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...
Exploration...
01:14Piaget's Stage 2 of Cognitive Development
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
01:21The Nativist Approach
The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...