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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...
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Related Experiment Video

Updated: May 24, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Children expect generic knowledge to be widely shared.

Andrei Cimpian1, Rose M Scott

  • 1Department of Psychology, University of Illinois at Urbana-Champaign, 603 E. Daniel St., Champaign, IL 61820, USA. acimpian@illinois.edu

Cognition
|March 17, 2012
PubMed
Summary
This summary is machine-generated.

Children assume generic information, like "Hedgehogs eat hexapods," is widely known by others. This belief about generic knowledge impacts their social cognition and learning.

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Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
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Last Updated: May 24, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Area of Science:

  • Cognitive Development
  • Psychology

Background:

  • Generic information, concerning entire categories, is fundamental to human cognition.
  • Young children particularly value generic information, viewing it as insightful.

Purpose of the Study:

  • To investigate if children's assumptions about generic information influence their beliefs about its public accessibility.
  • To explore how children perceive the widespread knowledge of generic versus specific facts.

Main Methods:

  • Four experiments were conducted with 192 children aged 4–7 years.
  • Children were presented with novel facts in generic or non-generic formats.
  • Participants indicated whether other people (e.g., mothers, general adults) knew these facts.

Main Results:

  • Children were significantly more likely to believe that others knew generic facts compared to non-generic facts.
  • This suggests an assumption that generic information is common knowledge.

Conclusions:

  • Children's early cognitive development is centered around generic knowledge.
  • The assumption that generic facts are widely known has implications for social cognition, academic success, and language acquisition.