Читать книгу Lifespan Development - Tara L. Kuther - Страница 291

Researchers use a variety of methods to study infant cognition:

 In one experiment, an infant looks longer at an expected, seemingly impossible event that occurs: A board appears to move through a box.

 An infant is shown a toy, then the overhead lights are turned off, hiding the toy from his sight. The infant successfully reaches for the toy.

 An infant watches as a researcher covers a toy with a blanket. The infant reaches for the blanket and uncovers the toy.

 An infant watches as a researcher covers a toy with a blanket several times. The infant successfully reaches for the toy every time. Next, the researcher places the toy under a different blanket, adjacent to the first hiding space. The infant reaches in the first place and is unsuccessful in finding the toy.

1 What do these tasks measure? What do the infants’ responses demonstrate?

2 What Piagetian substage do each of these infants show?

3 How might changes in information processing skills contribute to these developments?

4 Are infants’ responses to these tasks indicators of intelligence in infants? Why or why not?