Young Children's Self-Generated Object Views and Object Recognition

Autor/inn/en	James, Karin H.; Jones, Susan S.; Smith, Linda B.; Swain, Shelley N.
Titel	Young Children's Self-Generated Object Views and Object Recognition
Quelle	In: Journal of Cognition and Development, 15 (2014) 3, S.393-401 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2012.749481
Schlagwörter	Toddlers; Recognition (Psychology); Vocabulary; Preferences; Visual Perception; Geometric Concepts; Child Development; Cognitive Development + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Recognition; Wiedererkennen; Wortschatz; Visuelle Wahrnehmung; Elementare Geometrie; Kindesentwicklung; Kognitive Entwicklung
Abstract	Two important and related developments in children between 18 and 24 months of age are the rapid expansion of object name vocabularies and the emergence of an ability to recognize objects from sparse representations of their geometric shapes. In the same period, children also begin to show a preference for planar views (i.e., views of objects held perpendicular to the line of sight) of objects they manually explore. Are children's emerging view preferences somehow related to contemporary changes in object name vocabulary and object perception? Children aged 18 to 24 months old explored richly detailed toy objects while wearing a head camera that recorded their object views. Both children's vocabulary size and their success in recognizing sparse three-dimensional representations of the geometric shapes of objects were significantly related to their spontaneous choice of planar views of those objects during exploration. The results suggest important interdependencies among developmental changes in perception, action, word learning, and categorization in very young children. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10