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What infants track when they track multiple objects
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Title
What infants track when they track multiple objects
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Chen
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Marian L.
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Marian L. Chen
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author
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Leslie
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Alan
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Advisory Committee
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Alan M Leslie
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chair
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Gelman
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Rochel
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Advisory Committee
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Rochel Gelman
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internal member
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Gallistel
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Charles
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Advisory Committee
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Charles R Gallistel
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internal member
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Baillargeon
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Renee
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Advisory Committee
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Renee Baillargeon
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outside member
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Rutgers University
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Graduate School - New Brunswick
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theses
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2007
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2007
Language
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English
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electronic
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viii, 93 pages
Abstract
Many studies have found that infants in the first year of life use continuous amount, rather than discrete number, to represent small sets of objects. Using a looking-time paradigm, we show that twelve-month-olds use discrete quantity representations even when continuous quantity information is available, while nine-month-olds are just beginning to attend to discrete quantity. In the first study, twelve-month-old infants were required to track the changing locations of objects and sets of objects on a trial-by-trial basis. Infants were surprised to see both one and three objects when two were expected, despite the total surface area of the sets remaining constant. A second study found that twelve-month-old infants tracked the locations of a singleton and a pair and were surprised when the sets unexpectedly swapped positions. In a third study using the same methodology as the first, nine-month-old infants detected changes from two to three objects, but fail to detect changes from two to one. A fourth study investigated whether twelve-month-old objects can track sets adding up to more than three objects. Twelve-month-olds infants used shape information to individuate across pairs and track a total of four objects. Infants who were familiarized to two distinct pairs (for a total of four objects) looked longer at an outcome of only two objects, while infants who were familiarized to two mixed pairs (for what appeared to be a total of two objects) did not look longer. Finally, twelve-month-old infants were tested on their ability to represent sets of two and three, for a total of five objects. Pilot data suggest that infants can do so. These studies suggest that by twelve months of age, infants can reason about discrete quantity in addition to tracking continuous quantity. We propose that even young infants may have access to mechanisms of innate number, and represent at least small numbers using integer concepts.
Note
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Ph.D.
Note
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Includes bibliographical references (p. 89-92).
Subject
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Topic
Psychology
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Topic
Infants--Development
Subject
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Topic
Child psychology
Subject
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Topic
Performance in children
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15799
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ETD_471
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NjNbRU
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doi:10.7282/T33N23TB
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ETD doctoral
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Copyright protected
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Open
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Marian Chen
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Rutgers University. Graduate School - New Brunswick
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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