This study investigated whether infants encode better the features of a briefly occluded object if its movements are specified simultaneously by vision and audition than if they are not (data collected: 2017-2019). Experiment 1 showed that 10-month-old infants (N = 39, 22 females, White-English) notice changes in the visual pattern on the object…

Children acquire general knowledge about many kinds of things, but there are few known means by which this knowledge is acquired. In this article, it is proposed that children acquire generic knowledge by sharing in pretend play. In Experiment 1, twenty-two 3- to 4-year-olds watched pretense in which a puppet represented a "nerp" (an unfamiliar…

This training study investigates how children learn to refer to things unambiguously. Two hundred twenty-four children aged 2.6, 3.6, and 4.6 years were pre- and post-tested for their ability to request stickers from a dense array. Between test sessions, children were assigned to a training condition in which they (a) asked for stickers from an…

Presents four studies of concept identification behavior in first graders and kindergarten children under the blocking paradigm as implemented within a multidimensional discrimination task. While blocking was observed in children's learning, the data indicate the need for more sensitive and individualized measures of stimulus control in future…

Theories of imitation learning are examined regarding their account of how the infant acquires the ability to emit a response which resembles a response previously exhibited by another. The role of cognition in imitation learning theory is discussed. (BRT)

Study is an investigation of the effects of an attention-focusing variable--spatial separation of central and incidental cues--and a cognitive strategy factor--verbal labeling of central cues--and their interaction on the incidental learning of Ss younger than those previously tested with these manipulations. (Authors)

Describes two experiments conducted to explain why retarded children of younger mental age appear to be more selective on discrimination tasks containing relevant redundant cues than do children of older mental age. Findings are consistent with the hypothesis that the latter group of children are overselective because they tend to solve…