Premium
Means‐end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge
Author(s) -
Babik Iryna,
Cunha Andrea Baraldi,
Ross Samantha M.,
Logan Samuel W.,
Galloway James C.,
Lobo Michele A.
Publication year - 2019
Publication title -
developmental psychobiology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.055
H-Index - 93
eISSN - 1098-2302
pISSN - 0012-1630
DOI - 10.1002/dev.21798
Subject(s) - intentionality , task (project management) , psychology , object (grammar) , action (physics) , cognitive psychology , developmental psychology , transfer of learning , artificial intelligence , computer science , epistemology , philosophy , physics , management , quantum mechanics , economics
Behaviors and performance of 23 typically developing infants were assessed longitudinally at 6, 9, 12, 18, and 24 months in two means‐end tasks: pulling a towel or rotating a turntable to obtain a supported object. With age, infants performed more goal‐directed behaviors, leading to increased problem‐solving success. Intentionality emerged earlier in the towel task than in the turntable task (6.9 vs. 10.8 months). Potential knowledge transfer between the tasks was first observed at 9 months. This study provides insight into the development of means‐end learning, the emergence of intentionality, and potential transfer of knowledge in tasks involving a similar concept (support) but requiring different modes of action for success (pulling vs. rotating).