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...
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 ...
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....
How do young infants experience the world around them? How similar or different are infants experiences from adults experiences of similar situatio...
