A growing body of literature has established longitudinal associations between key social cognitive capacities emerging in infancy and children's subsequent theory of mind. However, existing work is limited by modest sample sizes, narrow infant measures, and theory of mind assessments with restricted variability and generalizability. The current…

A live video was used to study the development of visual self-recognition in a cross-sectional sample of 152 typically developing French children aged between 15 months to 6 years. Three reactions to a mark placed on the child's cheek without their knowledge were studied: the touch of the mark with their hand, the ocular responsiveness to the mark…

In 4 experiments, we examined 16- and 20-month-old infants' understanding of proper names and count nouns. In each experiment, infants were taught a novel word modeled linguistically as either a proper name (e.g., "DAXY") or a count noun (e.g., "a DAXY") for a stuffed animal shown on a puppet stage. This animal was moved to a new location on the…

Several investigators find that infants fail to use property information to individuate objects until 12 months of age (e.g., Xu & Carey, 1996), while others find that infants successfully employ property information in the service of object individuation at 9.5 months (e.g., Wilcox & Baillargeon, 1998a). This study investigated…

Previous research on infant swimming has reported contradictory findings. Cross-sectional observations revealed a disorganized phase between about 3 and 12 months, which was attributed to "cortical inhibition" and implied slow learning (McGraw, 1939). However, training with a single infant during this period revealed rapid acquisition (McGraw,…