Preexisting knowledge versus on-line learning: what do young infants really know about spatial location?
Contemporary knowledge of infant cognition relies heavily on violation-of-expectation experiments. However, there are two ways to conceptualize what occurs in such studies. Babies may react to anomalous test events because of preexisting world knowledge. Alternatively, they may react because they have learned about events during the familiarization period. One way to distinguish these possibilities is to contrast familiarization with everyday versus anomalous events. In the studies we report here, we used this method to probe the nature of 5-month-olds' expectations about the locations of objects hidden in sand and later revealed. In Experiment 1, infants who initially saw everyday events did react to anomalous ones, as found previously, whereas infants who initially saw anomalous events did not react to everyday events. In Experiment 2, two alternative explanations of this pattern were ruled out. We conclude that by the age of 5 months, infants have expectations regarding the location of objects in continuous space.
Newcombe
Nora S
NS
Department of Psychology, Temple University, 1701 N. 13th Street, Rm. 565, Philadelphia, PA 19122, USA. newcombe@temple.edu
Sluzenski
Julia
J
Huttenlocher
Janellen
J
D001288:Attention; D004193:Discrimination Learning; D005260:Female; D005403:Fixation, Ocular; D006185:Habituation, Psychophysiologic; D006801:Humans; D007223:Infant; D019359:Knowledge; D007858:Learning; D008297:Male; D011939:Mental Recall; D009949:Orientation; D010364:Pattern Recognition, Visual; D002666:Psychology, Child; D012718:Set, Psychology; D013028:Space Perception