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17 results

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
  • 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.

  • 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

  • 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.

  • 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

  • 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.