When Seeing Is Not Believing: Two-Year-Olds' Use of Video Representations to Find a Hidden Toy

Autor/inn/en	Deocampo, Joanne Agayoff; Hudson, Judith A.
Titel	When Seeing Is Not Believing: Two-Year-Olds' Use of Video Representations to Find a Hidden Toy
Quelle	In: Journal of Cognition and Development, 6 (2005) 2, S.229-258 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Imitation; Toddlers; Toys; Video Technology; Age Differences; Object Permanence; Cognitive Development; Cognitive Processes; New Jersey + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Toy; Spielzeug; Age; Difference; Age difference; Altersunterschied; Objektpermanenz; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess
Abstract	Research on children's understanding of video has shown seeming contradictions. Fourteen-month-olds imitate actions seen on TV (Meltzoff, 1988) and 18-month-olds are reminded of an event by watching video (Sheffield & Hudson, 2003) but 24-month-olds fail at a video-mediated object-retrieval task requiring dual representational understanding (Troseth & DeLoache, 1998). Experiments 1, 2A, and 2B tested whether changes to the video object-retrieval task that require "imitation" instead of "retrieval" would make it easier. Experiment 1 compared replications of Troseth and DeLoache's (1998) "window retrieval" and "video retrieval" conditions as well as "window imitation" and "video imitation" conditions, in which children imitated the act of finding a toy, to chance performance. Twenty-four-month-olds performed worse in the imitation conditions. Follow-up experiments showed that 24-month-olds' performance improved when an imitation search task included a goal but not when a retrieval task included a goal. Children transferred success after goal-based imitation to object retrieval. Implications for dual representation and the role of competing representations in the object-retrieval task are discussed. (Contains 4 figures and 3 footnotes.) (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