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Related Concept Videos

Piaget's Stage 1 of Cognitive Development01:14

Piaget'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...
The Nativist Approach01:21

The 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...
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Stella Chess...
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Piaget's Stage 2 of Cognitive Development01:14

Piaget'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...
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the concrete...

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Gaze in Action: Head-mounted Eye Tracking of Children's Dynamic Visual Attention During Naturalistic Behavior
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Toward Understanding Free-Flowing Manual Object Contact: Real-Time Interaction Between Body Position and Object Type

Agata Kozioł1,2, Zuzanna Laudańska1,3, Karolina Babis1

  • 1Neurocognitive Development Lab, Institute of Psychology, Polish Academy of Sciences, Warsaw, Poland.

Infancy : the Official Journal of the International Society on Infant Studies
|June 2, 2026
PubMed
Summary
This summary is machine-generated.

Infants

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Last Updated: Jun 4, 2026

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A Novel Experimental and Analytical Approach to the Multimodal Neural Decoding of Intent During Social Interaction in Freely-behaving Human Infants

Published on: October 4, 2015

Area of Science:

  • Developmental psychology
  • Infant motor control
  • Object interaction

Background:

  • Previous research analyzed infant object contact based on body position or object properties separately.
  • Studies were conducted in controlled laboratory settings, limiting ecological validity.
  • The interaction between body position and object type in naturalistic settings remains underexplored.

Purpose of the Study:

  • To investigate how infants' manual object contact is shaped by the interplay of body position and object type during free play.
  • To examine object contact frequency and duration in a less constrained environment.
  • To understand the complexity of infant-caregiver object interaction dynamics.

Main Methods:

  • Observational study of 80 nine-month-old infants during semi-structured dyadic play with caregivers.
  • Interaction with graspable and stationary objects in an unconstrained environment.
  • Analysis of manual contact duration and frequency relative to infant body position and object type.

Main Results:

  • Infants contacted objects more frequently when sitting independently.
  • Stationary objects were contacted more often but for shorter durations than graspable objects.
  • Contact duration for graspable objects was longer when infants sat independently; stationary object contact duration was consistent across positions.

Conclusions:

  • Infant manual object contact is influenced by a complex interaction between body position and object type.
  • Findings suggest that isolated factor analysis underestimates the nuances of infant object exploration.
  • Future research should prioritize less controlled settings to capture ecologically valid developmental processes.