RSS Feed

Tag Archives: 12-24 months

Think twice (19-22 months)

**How children update their mental representation of an object**

Many studies have looked at how children learn about the world from what they observe, but how do children come to learn from what others tell them?  Going one step further, when does the ability to learn new information about objects that aren’t even present emerge? This would involve bringing to mind a mental representation of the object and incorporating the new information into your understanding of, for example, what it looks like.  Researchers examined this question in a study that looked at the emergence of young children’s ability to update their mental representations of an object based on information given by an adult when the object was in another room (Ganea et al. 2007).   The two ages examined, 19 and 22 months, span the time when this ability comes online.

Materials

  • Two identical stuffed animals (e.g., two green frogs)
  • One different stuffed animal (e.g., one pink pig) to be a distractor
  • One bucket of water
  • Three aluminum trays
  • A confederate

Procedure

Start by showing the child the three stuffed animals and introduce one of the two identical ones with a proper name (e.g., Lucy). Show the child the other identical toy but do not name it and then set it aside. Finally introduce the different toy as a friend and then allow the child a few minutes to play with the named toy and the different, distractor toy.  Check that the child learned the name for the target animal (e.g., by putting them both down and asking the child to “get Lucy”).

Then put the three animals away (e.g., in a basket) and leave the room with the child.  While looking at a book with the child, the confederate should enter carrying a bucket of water and say that she planned to wash something (e.g., a table) in the other room (where the toys are).  After 2 minutes, the confederate should return and say: “I’m so sorry! I was washing the table, and I spilled water all over Lucy. Lucy is wet now! She’s covered with water” (Ganea et al., p. 736).  You can then say to the child, “Oh no, did you hear that? Lucy got wet! She’s all covered in water. Do you want to go see Lucy? Let’s go see Lucy!”

In the test phase, when the child re-enters the first room, she will see the three stuffed animals on the three trays.  One of the identical toys and the different, distractor toy should be wet.  The trays should be arranged such that the different wet toy is on its tray between the trays with the wet target toy and the dry identical toy.  Ask the child to show the target animal: “Which one is Lucy? Show me Lucy.”

Notes & Observations

What did you observe? Which toy did your child choose? The child should choose the wet target toy if she has updated her mental representation from the information given by the confederate. However, she might choose the dry identical toy if she had not updated her representation of “Lucy” or the different wet toy if she was just interested in a wet toy.

Research Findings & Extension

The researchers found that 22-month-olds reliably chose the wet target animal greater than chance whereas 19-month-old children seemed to choose randomly between the wet and dry versions of the stuffed animal. Thus, children’s ability to update a mental representation of an object with new information that they hear about but don’t see happen emerges around this age.  This capability opens the doors for learning all sorts of information indirectly and remembering it going forward.

Reference:

Ganea, P. A., Shutts, K., Spelke, E., & DeLoache, J, S. (2007). Thinking of things unseen: Infants’ use of language to update object representations. Psychological Science, 18(8), 734-739.

Advertisements

Fitting In (18-24 months)

**How children make errors when judging the size of objects they interact with**

Have you ever seen a two-year-old trying to get his hands or feet into something way too small for him?  Not pretending, but seriously and persistently trying, say, to fit into a toy car that would be impossible to get into?  Well, you’re not alone.  Dr. Judy DeLoache and her colleagues noticed the same phenomenon in young toddlers and decided to study what they called “scale errors.” Because these occurrences are infrequently spotted in everyday life, they created a lab situation that would make children’s errors in judging the scale of objects more likely (of course, they still don’t always occur!).  Setting this one up at home would be a commitment, but the errors are really interesting to witness.

Materials

  • Large (appropriate for a child to actually get into) and small (not miniscule, about doll house-sized) versions of the same object.  For example, the original study used a Little Tikes Cozy Coupe ® car and a small toy version of it (which also had movable parts).  A chair, slide, or wagon could also be used.  The two objects should look as identical as possible.
  • A confederate

Procedure

Have the child come into the room where the large object (and little else, if possible) is located and let him play with it as he normally would for 5-10 minutes. Then take the child out of the room and have your friend replace the large toy with the smaller replica, placing it in the same location and removing the large toy from the room. Do this without the child seeing and without mentioning anything about the change.

When you bring the child back into the room, do not comment on the change even if your child reacts.  Let him explore on his own, or if he is hesitant, perhaps suggest that he play with the toy.  Watch carefully to see if your child has a momentary lapse in understanding how to interact with the object.

Notes & Observations

What did you notice? How did your child react?  Did he try to perform any of the same actions with the small object as he did with the large object?

Take a look at some clips from the DeLoache lab of children making a scale error with the small objects:

http://www.faculty.virginia.edu/childstudycenter/clips.html

Research Findings

DeLoache et al. (2004) found that 18 to 20 month-olds are most likely to make this kind of mistake. By 24 months, children hardly ever make these kinds of errors. Psychologists believe that when children display this sort of behavior, it indicates a time in their development when their action planning is misguided. In the case of this phenomenon, the children are thinking of the larger version of the object when they are planning how they will act on the smaller version.  Even if you can’t re-create the study, many people report children doing this spontaneously, so keep an eye out!

Reference:

DeLoache, J.S., Uttal, D.H., & Rosengren, K. S. (2004).  Scale errors offer evidence for a perception-action dissociation early in life. Science, 304, 1047-1029.

Every Little Bit Helps (18 months)

**How children have altruistic intentions**

Will young children help others reach a goal?  Are humans the only species that would do so without any immediate benefit?  Researchers at the Max Planck Institute of Evolutionary Anthropology in Germany studied these questions in 18-month-old children and young chimpanzees (Warneken & Tomasello, 2006).  They created scenarios where the researcher needed help: either he could not reach an object, could not access something easily, or made a mistake of some sort.  In each situation, there was a point at which the child or chimpanzee could help the researcher fulfill his intention.

Materials

  • A confederate (e.g., a family friend) who can act the part

The authors posted supplementary material for the study, including adorable videos of children and chimpanzees doing the tasks, on Science’s website:

http://www.sciencemag.org/content/311/5765/1301/rel-suppl/dfcb2c6b3b269a0f/suppl/DC1

The materials for this study were very simple in most cases.  See video S1 for an example of an “out-of-reach” problem, where the adult accidentally drops a clothespin on the floor and unsuccessfully reaches for it.  See video S2 for an example of a “physical obstacle” problem where the adult wants to put magazines in a cabinet but the doors are closed so he bumps into it. See video S3 for an example of a “wrong result” problem where a book slips off of a stack as the adult tries to place it on top of the stack.  Note that for the scenarios you re-create, your child should be able to manipulate the materials used (e.g., if you try the cabinet scenario, your child should be capable of opening the cabinet doors).

Procedure

Ask the confederate to act out each scenario, as in the video. After the “problem” occurs, the adult should look at the problematic object for 10 seconds, allowing time for the child to intervene.  After 10 seconds, the adult should alternate gaze between the object and the child for another 10 seconds.  Importantly, if the child helps, he should not receive any praise or benefit for helping before the next scenario occur

Notes & Observations

What did you observe? Did your child realize that the adult needed help in each scenario?  Were some scenarios harder than others?

Research Findings & Extension

For each scenario where the adult needed help, the researchers also tried a “control” version (with different children) where the adult acted intentionally instead of accidentally.  So, instead of accidentally dropping a clothespin, the adult intentionally threw the clothespin on the floor.  The results showed that children helped significantly more in the “accidental” action conditions than in the “intentional” conditions – that is, children helped when the adult actually seemed to need help and furthermore, did so within about 5 seconds of seeing that there was a need!  Similar tasks with chimpanzees showed that they also helped, but only did so reliably in the “out-of-reach” scenarios in which the adult’s intention may have been easier for them to understand.  This evidence of helping in chimpanzees differed from previous studies, possibly because it used non-food objects and involved chimpanzees helping humans rather than other chimps.  Regardless, the results of both the primates and very young children (too young to have been trained in helping) suggest an altruistic nature that is evolutionarily unusual.

Reference:

Warneken, F. & Tomasello, M. (2006). Altruistic helping in human infants and young chimpanzees.  Science, 311, 1301-1303.