Self-directed action affects planning in tool-use tasks with toddlers.
Toddlers grasp a tool more effectively when it is self-directed (e.g., spoon) than other-directed (e.g., hammer), possibly because the consequences of self-directed actions are more obvious. When the negative consequences of an inefficient grip were made equally salient, the self-directed versus other-directed differences remained.
Claxton
Laura J
LJ
Purdue University, West Lafayette, IN 47907-2046, USA. ljclaxton@purdue.edu
McCarty
Michael E
ME
Keen
Rachel
R
D002657:Child Development / Q000502:physiology*; D003210:Concept Formation; D005260:Female; D006801:Humans; D007223:Infant; D018730:Infant Behavior / Q000502:physiology*; D008297:Male; D011340:Problem Solving / Q000502:physiology*; D011597:Psychomotor Performance / Q000502:physiology*; D053001:Tool Use Behavior