Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

17 results

  • 19 - Infant Object Manipulation and Play
  • from Part IV - Action
  • Edited by Jeffrey J. Lockman, Tulane University, Louisiana, Catherine S. Tamis-LeMonda, New York University
  • Book: The Cambridge Handbook of Infant Development
  • Published online: 26 September 2020
  • Print publication: 13 August 2020, pp 520-548
  • View extract

    Summary

    Natural and manufactured objects saturate human culture. Infants need not do much or go far to find objects of different shapes, textures, sizes, and functions throughout their environments. And, as they manipulate and play with objects, they learn quite a lot along the way. From the time they can swipe and grab, infants spend most of their awake hours exploring objects – moving seamlessly from object to object in short bursts of activity distributed over time. These bouts of object interaction allow infants to practice and refine manual skills, learn about object features and functions, and test the fit between body and environment. Object interactions also allow infants to extend the limits of reality. Infants can pretend that objects exist when they do not, use objects to stand for other objects, and generate unique ways to use objects beyond their intended design. Indeed, to fully engage human artifact culture, infants must become proficient at using objects in twin planes of action – the real and the imagined.

The Cambridge Handbook of Infant Development
  • The Cambridge Handbook of Infant Development
  • Brain, Behavior, and Cultural Context
  • Edited by Jeffrey J. Lockman, Catherine S. Tamis-LeMonda
  • Published online: 26 September 2020
  • Print publication: 13 August 2020
  • View description
    This multidisciplinary volume features many of the world's leading experts of infant development, who synthesize their research on infant learning and behaviour, while integrating perspectives across neuroscience, socio-cultural context, and policy. It offers an unparalleled overview of infant development across foundational areas such as prenatal development, brain development, epigenetics, physical growth, nutrition, cognition, language, attachment, and risk. The chapters present theoretical and empirical depth and rigor across specific domains of development, while highlighting reciprocal connections among brain, behavior, and social-cultural context. The handbook simultaneously educates, enriches, and encourages. It educates through detailed reviews of innovative methods and empirical foundations and enriches by considering the contexts of brain, culture, and policy. This cutting-edge volume establishes an agenda for future research and policy, and highlights research findings and application for advanced students, researchers, practitioners, and policy-makers with interests in understanding and promoting infant development.
  • An embodied theory of cognitive development: Within reach?
  • Jeffrey J. Lockman
  • Journal: Behavioral and Brain Sciences / Volume 24 / Issue 1 / February 2001
  • Published online by Cambridge University Press: 30 October 2001, p. 48
  • View abstract

    Thelen et al. not only offer an important new theoretical account of the Stage 4 object permanence error but provide the foundation of a new theory of cognitive development that is grounded in action. The success of dynamic field theory as a more general account of cognitive functioning, however, will depend on the degree to which it can model more generative capacities that are not limited to simple choice situations. Imitation and problem solving are suggested as two capacities that might be productively modeled within their approach.