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Thinking of things unseen: infants' use of language to update mental representations.
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Between the ages of 19- and 22-months-old children acquire the ability to update their mental representation of an absent object on the basis of indirect experience, in the form of new information from an adult.
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Experiment 1: 80% of the 22-month old children correctly selected Lucy, they had successfully updated their representation of an absent object to incorporate new information. Only 45% of 19-month-olds were successful. Experiment 2: 40% of 19-month-olds correctly selected the stuffed animal whose appearance had changed. Experiment 3: 70% of 19-month-olds succeeded, suggesting that their earlier difficulty related to updating their representation of an absent object.
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Experiment 1: Forty 19- and 22-month old children were introduced to three stuffed animals: two identical (e.g. green frogs) and one distracter (e.g. pink pig). One of the identical animals was named (e.g. Lucy). Children then left the room and were told by a second experimenter that something had happened to change Lucy’s appearance (e.g. someone spilled water on her). Children re-entered the room and were asked to identify Lucy – at this point one of the identical animals and the distracter item appeared the same (e.g. wet). Experiment 2: Experiment 1 was repeated with twenty new 19-month-olds and a simpler procedure – the distracter object was removed from the array. Experiment 3: To test the possibility that 19-month-olds did not comprehend the new information, they were allowed to remain in the room with the toys when they were given the new information, thus removing the need for them to update their representation of the toy.
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One of the most distinctive characteristics of humans is the capacity to learn from what other people tell them. Often new information is provided about an entity that is not present, requiring incorporation of that information into one's mental representation of the absent object. Here we present evidence regarding the emergence of this vital ability. Nineteen- and 22-month-old infants first learned a name for a toy and later were told that the toy had undergone a change in state (it had become wet) while out of view. The 22-month-olds (but not the 19-month-olds) subsequently identified the toy solely on the basis of the property that they were told about but had never seen. Thus, before the end of their 2nd year, infants can use verbal information to update their representation of an absent object. This developmental advance inaugurates a uniquely human and immensely powerful form of learning about the world.
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14
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17680946
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