This study investigates the acquisition of integrated object manipulation and categorization abilities through a series of experiments in which human adults and artificial agents were asked to learn to manipulate two-dimensional objects that varied in shape, color, weight, and color intensity. The analysis of the obtained results and the…

The effects of parent-child conversation and object manipulation on children's learning, transfer of knowledge, and memory were examined in two museum exhibits and conversations recorded at home. Seventy-eight children (M[subscript age] = 4.9) and their parents were randomly assigned to receive conversation cards featuring elaborative…

Can action support cognition? Can direct touch support performance? Embodied interaction involving digital devices is based on the theory of grounded cognition. Embodied interaction with gestural interfaces involves more of our senses than traditional (mouse-based) interfaces, and in particular includes direct touch and physical movement, which…

This study examines object construction and the ages at which children developing under various environmental conditions achieve five of the landmarks in the Uzgiris-Hunt (1974) scale of object permanence. (Author)

Investigated was the readiness of fifth, seventh, and eighth graders trained to empirically gather data by manipulating objects and materials with their hands, and to transfer this skill to a problem situation outside the classroom. After one semester's training in the science process under investigation, the increase in the use of the strategy of…