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PubMed · 1266825

Cognitive stimulation.

P Marquis
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Abstract

Cross-sectional studies suggest that the intellectual development of American children is affected by experiences in the first three years of life. Furthermore, Piaget and White have observed and documented direct effects of the environment on the development of infants during the first year of life. Principles derived from animal research and the disappointing results of preschool intervention programs highlight the irreversible nature of early infant-environment interaction. Future programs designed to prevent educational incapacitation among children must concentrate on optimizing the developmental milieu of the child before he is 4 years old. Accomplishing this task is the practical challenge in the field of child development today.

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Child DevelopmentChild, PreschoolCognitionConcept FormationCultural DeprivationEnvironmentEnvironment, ControlledHumansInfantInfant, NewbornIntelligenceLearningModels, BiologicalMother-Child RelationsPersonality DevelopmentUnited StatesUnited States Office of Economic OpportunityJournal Article

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P Marquis. 1976. Cognitive stimulation.. https://doi.org/10.1001/archpedi.1976.02120050068012

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Predictive action in infancy: tracking and reaching for moving objects.

Because action plans must anticipate the states of the world which will be obtained when the actions take place, effective actions depend on predictions. The present experiments begin to explore the principles underlying early-developing predictions of object motion, by focusing on 6-month-old infants' head tracking and reaching for moving objects. Infants were presented with an object that moved into reaching space on four trajectories: two linear trajectories that intersected at the center of a display and two trajectories containing a sudden turn at the point of intersection. In two studies, infants' tracking and reaching provided evidence for an extrapolation of the object motion on linear paths, in accord with the principle of inertia. This tendency was remarkably resistant to counter-evidence, for it was observed even after repeated presentations of an object that violated the principle of inertia by spontaneously stopping and then moving in a new direction. In contrast to the present findings, infants fail to extrapolate linear object motion in preferential looking experiments, suggesting that early-developing knowledge of object motion, like mature knowledge, is embedded in multiple systems of representation.

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