Cognitive Development

Part III - Cognitive Development

Published online by Cambridge University Press: 26 September 2020

Edited by

Jeffrey J. Lockman and

Catherine S. Tamis-LeMonda

Show author details

Jeffrey J. Lockman: Affiliation:
Tulane University, Louisiana
Catherine S. Tamis-LeMonda: Affiliation:
New York University

Book contents

Get access

Type: Chapter
Information: The Cambridge Handbook of Infant Development
Brain, Behavior, and Cultural Context
, pp. 339 - 466

DOI: https://doi.org/10.1017/9781108351959 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adolph, K. E., & Hoch, J. E. (2019). Motor development: Embodied, embedded, enculturated, and enabling. Annual Review of Psychology, 70, 26.1–26.24.Google Scholar

Anderson, D. I., Campos, J. J., Witherington, D. C., Dahl, A., Rivera, M., He, M., … Barbu-Roth, M. (2013). The role of locomotion in psychological development. Frontiers in Psychology, 4, 440.CrossRef Google Scholar PubMed

Artioli, F., & Reese, E. (2013). Early memories in young adults from separated and non-separated families, Memory, 22, 1082–1102Google Scholar

Artioli, F., Reese, E., & Hayne, H. (2015). Benchmarking the past: Children’s early memories and maternal reminiscing as a function of family structure. Journal of Applied Research in Memory and Cognition, 4, 136–143.Google Scholar

Bahrick, L., & Pickens, J. (1995). Infant memory for object motion across a period of three months: Implications for a four-phase attention function. Journal of Experimental Child Psychology, 59, 343–371.CrossRef Google Scholar PubMed

Barnat, S. A., Klein, P. J., & Meltzoff, A. N. (1996). Deferred imitation across changes in context and object: Memory and generalization in 14-month-old infants. Infant Behavior and Development, 19, 241–251.Google Scholar

Barr, R. (2013). Memory constraints on infant learning from picture books, television, and touchscreens. Child Development Perspectives, 7, 205–210.Google Scholar

Barr, R., Dowden, A., & Hayne, H. (1996). Developmental changes in deferred imitation by 6- to 24-month-old infants. Infant Behavior and Development, 19, 159–170.Google Scholar

Barr, R., & Hayne, H. (1999). Developmental changes in imitation from television during infancy. Child Development, 70, 1067–1081.Google Scholar

Barr, R., (2000). Age-related changes in imitation: Implications for memory development. In Rovee-Collier, C., Lipsitt, L. P., & Hayne, H. (Eds.), Progress in infancy research (Vol. 1, pp. 21–67). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar

Barr, R., Muentener, R., Garcia, A., Fujimoto, M., & Chavez, V. (2007). The effect of repetition on imitation from television during infancy. Developmental Psychobiology, 49, 196–207.CrossRef Google Scholar PubMed

Barr, R., Walker, J., Gross, J., & Hayne, H. (2014). Age-related changes in spreading activation during infancy. Child Development, 85, 549–563.Google Scholar

Bauer, P. (2015). A complementary processes account of the development of childhood amnesia and a personal past. Psychological Review, 122, 204–231.Google Scholar

Bauer, P. J., Wenner, J. A., Dropik, P. L., & Wewerka, S. S. (2000). Parameters of remembering and forgetting in the transition from infancy to early childhood. Monographs of the Society for Research in Child Development, 65, 1–204.Google Scholar

Brito, N., & Barr, R. (2012). Influence of bilingualism on memory generalisation during infancy. Developmental Science, 15, 812–816.Google Scholar

Brito, N., (2014). Flexible memory retrieval in bilingual 6-month-old infants. Developmental Psychobiobiology, 56, 1156–1163.CrossRef Google Scholar

Brito, N., Barr, R., McIntyre, P., & Simcock, G. (2012). Long-term transfer of learning from books and video during infanthood. Journal of Experimental Child Psychology, 111, 108–119.Google Scholar

Butler, J., & Rovee-Collier, C. (1989). Contextual gating of memory retrieval. Developmental Psychobiology, 22, 533–552.Google Scholar

Casey, B. J., Tottenham, N., Liston, C., & Durston, S. (2005) Imaging the developing brain: what have we learned about cognitive development? Trends in Cognitive Science, 9, 104–110.CrossRef Google Scholar PubMed

Cornell, E. (1979). Infants’ recognition memory, forgetting, and savings. Journal of Experimental Child Psychology, 28, 359–374.Google Scholar

Davis, J., & Rovee-Collier, C. (1983). Alleviated forgetting of a learned contingency in 8-week-old infants. Developmental Psychology, 19, 353–365.Google Scholar

Dehaene-Lambertz, G., & Spelke, E. S. (2015). The infancy of the human brain. Neuron, 88, 93–109.Google Scholar

Fagen, J. W., & Rovee-Collier, C. (1983). Memory retrieval: A time-locked process in infancy. Science, 222, 1349–1352.Google Scholar

Fivush, R., Haden, C., & Reese, E. (2006). Elaborating on elaborations: Role of maternal reminiscing style in cognitive and socioemotional development. Child Development, 77, 1568–1588.Google Scholar

Freud, S. [1905] (1953). Three essays on the theory of sexuality. In Strachey, J. (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 7, pp. 125–248). London: Hogarth Press.Google Scholar

Gilmore, J. H., Shi, F., Woolson, S. L., Knickmeyer, R. C., Short, S. J., Lin, W., … Shen, D. (2012). Longitudinal development of cortical and subcortical gray matter from birth to 2 years. Cerebral Cortex, 22, 2478–2485.CrossRef Google Scholar PubMed

Greco, C., Hayne, H., & Rovee-Collier, C. (1990). Roles of function, reminding, and variability in categorization by 3-month-old infants. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 617–633.Google Scholar

Greco, C., Rovee-Collier, C., Hayne, H., Griesler, P., & Earley, L. (1986). Ontogeny of early event memory I: Forgetting and retrieval by 2- and 3-month-olds. Infant Behavior and Development, 9, 441–460.Google Scholar

Gross, J., Gardiner, B., & Hayne, H. (2016). Developmental reversals in recognition memory in children and adults. Developmental Psychobiology, 58, 52–59.Google Scholar

Haartsen, R., Jones, E. J. H., & Johnson, M. H. (2016). Human brain development over the early years. Current Opinion in Behavioral Science, 10, 149–54.Google Scholar

Hanna, E., & Meltzoff, A. N. (1993). Peer imitation by toddlers in laboratory, home, and day-care contexts: Implications for social learning and memory. Developmental Psychology, 29, 701–710.CrossRef Google Scholar PubMed

Hartshorn, K. (2003). Reinstatement maintains a memory in human infants for 1½ years. Developmental Psychobiology, 42, 269–282.Google Scholar

Hartshorn, K., Rovee-Collier, C., Gerhardstein, P. C., Bhatt, R. S., Klein, P. J., Aaron, F., … Wurtzel, N. (1998). Developmental changes in the specificity of memory over the first year of life. Developmental Psychobiology, 33, 61–78.Google Scholar

Hartshorn, K., Rovee-Collier, C., Gerhardstein, P. C, Bhatt, R. S., Wondoloski, T. L., Klein, P., … Campos-de-Carvalho, M. (1998). Ontogeny of long-term memory over the first year and a half of life. Developmental Psychobiology, 32, 69–89.Google Scholar

Hayne, H. (1990). The effect of multiple reminders on long-term retention in human infants. Developmental Psychobiology, 23, 453–477.Google Scholar

Hayne, H. (2004). Infant memory development: Implications for childhood amnesia. Developmental Review, 24, 33–73.Google Scholar

Hayne, H. (2006). Age-related changes in infant memory retrieval: Implications for knowledge acquisition. In Munakata, Y. & Johnson, M. H. (Eds.), Processes of change in brain and cognitive development: Attention and performance XXI (pp. 209–231). New York, NY: Oxford University Press.Google Scholar

Hayne, H., Barr, R., & Herbert, J. (2003). The effect of prior practice on memory reactivation and generalization. Child Development, 74, 1615–1627.CrossRef Google Scholar PubMed

Hayne, H., Boniface, J., & Barr, R. (2000). The development of declarative memory in human infants: Age-related changes in deferred imitation. Behavioral Neuroscience, 114, 77–83.Google Scholar

Hayne, H., & Findlay, N. (1995). Contextual control of memory retrieval in infancy: Evidence for associative priming. Infant Behavior and Development, 18, 195–207.Google Scholar

Hayne, H., Greco, C., Earley, L. A., Griesler, P. C., & Rovee-Collier, C. (1986). Ontogeny of early event memory II: Encoding and retrieval by 2- and 3-month-olds. Infant Behavior and Development, 9, 461–472.Google Scholar

Hayne, H., Gross, J., Hildreth, K., & Rovee-Collier, C. (2000). Repeated reminders increase the speed of memory retrieval by 3-month-old infants. Developmental Science, 3, 312–318.Google Scholar

Hayne, H., & Herbert, H. (2004). Verbal cues facilitate memory retrieval during infancy. Journal of Experimental Child Psychology, 89, 127–139.Google Scholar

Hayne, H., Herbert, J., & Simcock, G. (2003). Imitation from television by 24- and 30-month-olds. Developmental Science, 6, 254–261.Google Scholar

Hayne, H., & Jack, F. (2011). Childhood amnesia. Wiley Interdisciplinary Reviews in Cognitive Science, 2, 136–145.Google Scholar

Hayne, H., Jaeger, K., Sonne, T., & Gross, J. (2016). Visual attention to meaningful stimuli by 1- to 3-year-olds: Implications for the measurement of memory. Developmental Psychobiology, 58, 808–816.Google Scholar

Hayne, H., MacDonald, S., & Barr, R. (1997). Developmental changes in the specificity of memory over the second year of life. Infant Behavior and Development, 20, 237–249.Google Scholar

Hayne, H., Rovee-Collier, C., & Borza, M. A. (1991). Infant memory for place information. Memory and Cognition, 19, 378–386.Google Scholar

Herbert, J., Gross, J., & Hayne, H. (2007). Crawling is associated with more flexible memory retrieval by 9-month-old infants. Developmental Science, 10, 183–189.Google Scholar

Herbert, J., & Hayne, H. (2000a). Memory retrieval by 18–30-month-olds: Age-related changes in representational flexibility. Developmental Psychology, 36, 473–484.Google Scholar

Herbert, J., (2000b). The ontogeny of long-term retention during the second year of life. Developmental Science, 3, 50–56.Google Scholar

Hill, W. H., Borovsky, D., & Rovee-Collier, C. (1988). Continuities in infant memory development over the first half-year. Developmental Psychobiology, 21, 43–62.CrossRef Google Scholar

Hunter, M., & Ames, E. (1988). A multifactor model of infant preferences for novel and familiar stimuli. In Rovee-Collier, C. & Lipsitt, L. P. (Eds.), Advances in infancy research (Vol. 5, pp. 69–95). Norwood, NJ: Ablex.Google Scholar

Imuta, K., Scarf, D., & Hayne, H. (2013). The effect of verbal reminders on memory reactivation in 2-, 3-, and 4-year-old children. Developmental Psychology, 49, 1056–1065.Google Scholar

Jack, F., MacDonald, S., Reese, E., & Hayne, H. (2009). Maternal reminiscing style during early childhood predicts the age of adolescents’ earliest memories. Child Development, 80, 496–505.Google Scholar

Jack, F., Simcock, G., & Hayne, H. (2011). Magic memories: Young children’s verbal recall after a 6-year delay. Child Development, 83, 159–172.Google Scholar

Klein, P. J., & Meltzoff, A. N. (1999). Long-term memory, forgetting, and deferred imitation in 12-month-old infants. Developmental Science, 2, 102–113.Google Scholar

Lavenex, P., & Lavenex, P. B. (2013). Building hippocampal circuits to learn and remember: insights into the development of human memory. Behavioral Brain Research, 254, 8–21.Google Scholar

MacDonald, S., Uesiliana, K., & Hayne, H. (2000). Cross-cultural and gender differences in childhood amnesia. Memory, 8, 365–376.Google Scholar

McDonough, L., Mandler, J. M., McKee, R. D., & Squire, L. R. (1995). The deferred imitation task as a nonverbal measure of declarative memory. Proceedings of the National Academy of Science, 92, 7580–7584.Google Scholar

McKee, R. D., & Squire, L. R. (1993). On the development of declarative memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 397–404.Google Scholar

Meltzoff, A. N. (1995). What infant memory tells us about infantile amnesia: Long-term recall and deferred imitation. Journal of Experimental Child Psychology, 59, 497–515.Google Scholar

Morgan, K., & Hayne, H. (2006a). Age-related changes in memory reactivation by 1- and 2-year-old human infants. Developmental Psychobiology, 48, 48–57.Google Scholar

Morgan, K., (2006b). The effect of encoding time on retention by infants and young children. Infant Behavior & Development, 29, 599–602.Google Scholar

Morgan, K., (2007). Nonspecific verbal cues alleviate forgetting by young children. Developmental Science, 10, 727–733.Google Scholar

Morgan, K., (2011). Age-related changes in visual recognition memory during infancy and early childhood. Developmental Psychobiology, 53, 157–165.CrossRef Google Scholar PubMed

Morris, G., & Baker-Ward, L. (2007). Fragile but real: Children’s capacity to use newly acquired words to convey preverbal memories. Child Development, 78, 448–458.Google Scholar

Morrison, C. M., & Conway, M. A. (2009, July). First words and first memories. Paper presented at the 8th Biennial Meeting of the Society for Applied Research in Memory and Cognition, Kyoto, Japan.Google Scholar

Mullen, M. K. (1994). Earliest recollections of childhood: A demographic analysis. Cognition, 52, 55–79.Google Scholar

Nelson, C. A. (2000). Neural plasticity and human development: The role of early experience sculpting memory systems. Developmental Science, 3, 115–130.Google Scholar

Nielsen, M., Haun, D., Kärtner, J., & Legare, C. H. (2017). The persistent sampling bias in developmental psychology: a call to action. Journal of Experimental Child Psychology, 162, 31–38.Google Scholar

Noble, K. G., Engelhardt, L. E., Brito, N. H., Mack, L. J., Nail, E. J., Angal, J., … Elliott, A. J. (2015). Socioeconomic disparities in neurocognitive development in the first two years of life. Developmental Psychobiology, 57, 535–551.Google Scholar

Otto, B. (2018). Language development of infants and toddlers. In Otto, B., Language development in early childhood education (5th ed., pp. 111–113). New York, NY: Pearson.Google Scholar

Pascalis, O., de Schonen, S., Morton, J., Deruelle, C., & Fabre-Grenet, M. (1995). Mother’s face recognition by neonates: A replication and an extension. Infant Behavior and Development, 18, 79–85.Google Scholar

Peterson, C., Grant, V., & Boland, L. (2005). Childhood amnesia in children and adolescents: Their earliest memories. Memory, 13, 622–637.Google Scholar

Peterson, C., Warren, K. L., & Short, M. M. (2011). Infantile amnesia across the years: A 2-year follow-up of children’s earliest memories. Child Development, 82, 1092–1105.Google Scholar

Pillemer, D. B., Picariello, M. L., & Pruett, J. C. (1994). Very long-term memories of a salient preschool event. Applied Cognitive Psychology, 8, 95–106.CrossRef Google Scholar

Reardon, S. F. (2011). The widening academic-achievement gap between the rich and the poor: New evidence and possible explanations. In Duncan, G. J & Murnane, R. J. (Eds.), Whither opportunity?: Rising inequality, schools, and children’s life chances (pp. 91–116). New York, NY: Russell Sage Foundation.Google Scholar

Reese, E., Haden, C. A., & Fivush, R. (1993). Mother–child conversations about the past: Relationships of style and memory over time. Cognitive Development, 8, 403–430.Google Scholar

Reese, E., Hayne, H., & MacDonald, S. (2008). Looking back to the future: Māori and Pakeha mother–child birth stories. Child Development, 79, 114–125.Google Scholar

Reese, E., Jack, F., & White, N. (2010). Origins of adolescents’ autobiographical memories. Child Development, 25, 352–367.Google Scholar

Reynolds, G. (2015). Infant visual attention and object recognition. Behavioral Brain Research, 285, 34–43.CrossRef Google Scholar PubMed

Richmond, J., Colombo, M., & Hayne, H. (2007). Interpreting visual preferences in the visual paired-comparison task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 823–831.Google Scholar PubMed

Richmond, J., & Nelson, C. A. (2007). Accounting for change in declarative memory: A cognitive neuroscience perspective. Developmental Review, 27, 349–373.Google Scholar

Richmond, J., Sowerby, P., Colombo, M., & Hayne, H. (2004). The effect of familiarization time, retention interval, and context change on adult’s performance in the visual paired-comparison task. Developmental Psychobiology, 44, 146–155.Google Scholar

Riggins, T., Cheatham, C. L., Stark, E., & Bauer, P. J. (2013). Elicited imitation performance at 20 months predicts memory abilities in school-aged children. Journal of Cognition and Development, 14, 593–606.Google Scholar

Robinson, A. J., & Pascalis, O. (2004). Development of flexible visual recognition memory in human infants. Developmental Science, 7, 527–533.Google Scholar

Rose, S. A., Gottfried, A. W., Melloy-Carminar, P., & Bridger, W. H. (1982). Familiarity and novelty preferences in infant recognition memory: Implications for information processing. Developmental Psychology, 18, 704–713.Google Scholar

Rovee-Collier, C., & Cuevas, K. (2009). Multiple memory systems are unnecessary to account for infant memory development: An ecological model. Developmental Psychology, 45, 160–174.Google Scholar

Rovee-Collier, C., Griesler, P., & Earley, L. (1985). Contextual determinants of retrieval in three-month-old infants. Learning and Motivation, 16, 139–157.Google Scholar

Rovee-Collier, C., & Hayne, H. (1987). Reactivation of infant memory: Implications for cognitive development. In Reese, H. W. (Ed.), Advances in child development and behavior (Vol. 20, pp. 185–238). New York, NY: Academic Press.Google Scholar

Rovee-Collier, C., Patterson, J., & Hayne, H. (1985). Specificity in the reactivation of infant memory. Developmental Psychobiology, 18, 559–574.Google Scholar

Rovee-Collier, C., Sullivan, M., Enright, M., Lucas, D., & Fagen, J. W. (1980). Reactivation of infant memory. Science, 208, 1159–1161.Google Scholar

Seehagen, S., Konrad, C., Herbert, J. S., & Schneider, S. (2015). Timely sleep facilitates declarative memory consolidation in infants. PNAS, 112, 1625–1629.Google Scholar

Seehagen, S., Zmyj, N., & Herbert, J. S. (2019). Remembering in the context of internal states: The role of sleep for infant memory. Child Development Perspectives, 13, 110–115.Google Scholar

Simcock, G., & DeLoache, J. S. (2008). The effect of repetition on infants’ imitation from picture books. Infancy, 13, 687–697.CrossRef Google Scholar

Simcock, G., & Hayne, H. (2002). Breaking the barrier: Children do not translate their preverbal memories into language. Psychological Science, 13, 225–231.Google Scholar

Sokolov, E. N. (1963). Perception and the conditioned reflex. New York, NY: Macmillan.Google Scholar

Spear, N. E., & Parsons, P. J. (1976). Analysis of a reactivation treatment: Ontogenetic determinants of alleviated forgetting. In Medin, D. L., Roberts, W. A., & Davis, R. T., (Eds.), Process of animal memory (pp. 135–165). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar

Squire, L. R. (1992). Memory and the hippocampus: A synthesis from findings with rats, monkeys, and humans. Psychological Review, 99(2), 195–231.Google Scholar

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. London: RoutledgeGoogle Scholar

Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352–373.Google Scholar

Tustin, K., & Hayne, H. (2010). Defining the boundary: Age-related changes in childhood amnesia. Developmental Psychology, 46, 1049–1061.Google Scholar

Waldfogel, S. (1948). The frequency and affective character of childhood memories. Psychological Monographs, 62, 1–39.CrossRef Google Scholar

Wang, Q. (2003). Infantile amnesia reconsidered: A cross-cultural analysis. Memory, 11, 65–80.Google Scholar

Wang, Q. (2006a). Earliest recollections of self and others in European American and Taiwanese young adults. Psychological Science, 17, 708–714.Google Scholar

Wang, Q. (2006b). Relations of maternal style and child self-concept to autobiographical memories in Chinese, Chinese immigrant, and European American 3-year-olds. Child Development, 77, 1794–1809.Google Scholar

Wang, Q., Conway, M., & Hou, Y. (2004). Infantile amnesia: A cross-cultural investigation. Cognitive Sciences, 1, 123–135.Google Scholar

World Health Organization (n.d.). The global strategy for women’s, children’s and adolescents’ health (2016–2030). Geneva. Retrieved from www.who.int/life-course/partners/global-strategy/en.Google Scholar

Zack, E., Barr, R., Gerhardstein, P., Dickerson, K., & Meltzoff, A. N. (2009). Infant imitation from television using novel touch-screen technology. British Journal of Developmental Psychology, 27, 13–26.Google Scholar

References

Anderson, E., Hespos, S. J., & Rips, L. (2018). Five-month-old infants have expectations for the accumulation of nonsolid substances. Cognition, 175, 1–10. https://doi.org/10.1016/j.cognition.2018.02.009 Google Scholar

Baillargeon, R., & DeVos, J. (1991). Object permanence in young infants: Further evidence. Child Development, 62(6), 1227–1246.Google Scholar

Baillargeon, R., Needham, A., & DeVos, J. (1993). The development of young infants’ intuitions about support. Infant and Child Development, 1(2), 69–78.Google Scholar

Baillargeon, R., Stavans, M., Wu, D., Gertner, R., Setoh, P., Kittredge, A. K., & Bernard, A. (2012). Object individuation and physical reasoning in infancy: An integrative account. Language Learning and Development, 8, 4–46.Google Scholar

Bourgeois, K. S., Khawar, A. W., Neal, A., & Lockman, J. (2005). Infant manual exploration of objects, surfaces, and their interrelations, Infancy, 8, 233–252,Google Scholar

Bowerman, M. (1996). Learning how to structure space for language: A crosslinguistic perspective. In Bloom, P., Peterson, M. A., Nadel, L., & Garrett, M. F. (Eds.), Language and space (pp. 385–436). Cambridge, MA: MIT Press.Google Scholar

Bowerman, M., & Choi, S. (2003). Space under construction: Language-specific spatial categorization in first language acquisition. In Gentner, D. & Goldin-Meadow, S. (Eds.), Language in mind (pp. 387–428). Cambridge, MA: MIT Press.Google Scholar

Casasola, M. Bhagwat, J., Doan, S. N., & Love, H. (2017). Getting some space: Infants’ and caregivers’ containment and support spatial constructions during play. Journal of Experimental Child Psychology, 159, 110–128.Google Scholar

Casasola, M., & Cohen, L. (2002). Infant categorization of containment, support, and tight-fit spatial relationships. Developmental Science, 5(2), 247–264.Google Scholar

Cheries, E. W., Mitroff, S. R., Wynn, K., & Scholl, B. J. (2008). Cohesion as a constraint on object persistence in infancy. Developmental Science, 11, 427–432.Google Scholar

Chiang, W. C., & Wynn, K. (2000). Infants’ tracking of objects and collections. Cognition, 77, 169–195.Google Scholar

Choi, S., & Bowerman, M. (1991). Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns. Cognition, 41(1–3), 83–121.Google Scholar

Choi, S., McDonough, L., Bowerman, M., & Mandler, J. M. (1999). Early sensitivity to language-specific spatial categories in English and Korean. Cognitive Development, 14(2), 241–268.Google Scholar

Gentner, D., & Bowerman, M. (2009). Why some spatial semantic categories are harder to learn than others: The typological prevalence hypothesis. In Guo, J., Lieven, E., Ervin-Tripp, S., Budwig, N., Özçaliskan, S., & Nakamura, K. (Eds.). Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 465–480). New York, NY: Lawrence Erlbaum Associates.Google Scholar

Hespos, S. J., & Baillargeon, R. (2001a). Infants’ knowledge about occlusion and containment: A surprising discrepancy. Psychological Science, 12(2), 141–147.Google Scholar

Hespos, S. J., (2001b). Reasoning about containment events in very young infants. Cognition, 78, 207–245.CrossRef Google Scholar PubMed

Hespos, S. J., (2006). Decalage in infants’ reasoning about occlusion and containment events: Converging evidence from action tasks. Cognition, 99, B31–B41.Google Scholar

Hespos, S. J., (2008). Young infants’ actions reveal their developing knowledge of support variables: Converging evidence for violation-of-expectation findings. Cognition, 107(1), 304–316.Google Scholar

Hespos, S. J., Ferry, A., Anderson, E., Hollenbeck, E., & Rips, L. (2016). Five-month-old infants have expectations about how substances behave and interact. Psychological Science, 27(2), 244–256. https://doi.org/10.1177/0956797615617897 Google Scholar

Hespos, S. J., Ferry, A., & Rips, L. (2009). Five-month-old infants have different expectations for solids and liquids. Psychological Science, 20(5), 603–611.Google Scholar

Hespos, S. J., & Spelke, E. S. (2004). Conceptual precursors to spatial language. Nature, 430, 453–456.CrossRef Google Scholar

Hespos, S. J., & vanMarle, K. (2012). Physics for infants: Characterizing the origins of knowledge about objects, substances, and number. Wiley Interdisciplinary Reviews: Cognitive Science, 3(1), 19–27.Google Scholar PubMed

Higgins, C., Campos, J., & Kermoian, R. (1996). Effects of self-produced locomotion on infant postural compensation to optic flow. Developmental Psychology, 32, 836–841.Google Scholar

Huntley-Fenner, G., Carey, S., & Solimando, A. (2002). Objects are individuals but stuff doesn’t count: Perceived rigidity and cohesiveness influence infants’ representations of small groups of discrete entities. Cognition, 85, 203–221.CrossRef Google Scholar PubMed

Imai, M., & Mazuka, R. (2007). Language-relative construal of individuation constrained by universal ontology: Revisiting language universals and linguistic relativity. Cognitive Science: A Multidisciplinary Journal, 31(3), 385–413.CrossRef Google Scholar PubMed

Izard, V., Sann, C., Spelke, E. S., & Streri, A. (2009). Newborn infants perceive abstract numbers. Proceedings of the National Academy of Sciences of the United States of America, 106(25), 10382–10385.Google Scholar

Jordan, K. E., Brannon, E. M., Logothetis, N. K., & Ghazanfar, A. A. (2005). Monkeys match the number of voices they hear to the number of faces they see. Current Biology, 15(11), 1034–1038.Google Scholar

Kourtzi, Z., & Kanwisher, N. (2001). Representation of the perceived object shape by the human lateral occipital complex. Science, 293(5534), 1506–1509.Google Scholar

Lipton, J. S., & Spelke, E. S. (2003). Origins of number sense. Large-number discrimination in human infants. Psychological Science, 14, 396–401.Google Scholar

Lloyd-Fox, S., Blasi, A., McCann, S., Rozhiko, M., Katus, L., Mason, L., … Elwell, C. E. (2019). Habituation and novelty detection fNIRS brain responses in 5- and 8-month-old infants: The Gambia and UK. Developmental Science, 22(5), e12817. doi: 10.1111/desc.12817Google Scholar

Needham, A., & Baillargeon, R. (1993). Intuitions about support in 4.5-month-old infants. Cognition, 47, 121–148.Google Scholar

Oakes, L. M., (2017). Sample size, statistical power, and false conclusions in infant looking-time research. Infancy, 22, 436–469.Google Scholar

Piaget, J. (1952). The origins of intelligence in children. New York, NY: W. W Norton & Co.Google Scholar

Piaget, J. (1954). The construction of reality in the child. New York, NY: Basic Books.Google Scholar

Rips, L. J., & Hespos, S. J. (2015). Mental divisions of the physical world: Objects and substances. Psychological Bulletin, 141(4), 786–811.Google Scholar

Rochat, P. (1992). Self-sitting and reaching in 5- to 8-month-old infants: The impact of posture and its development on early eye–hand coordination. Journal of Motor Behavior, 24(2), 210–220.Google Scholar

Rosenberg, R. D., & Carey, S. (2009). Infants’ representations of material entities. In Hood, B. M. & Santos, L. R. (Eds.), The origins of object knowledge (pp. 165–188). Oxford: Oxford University Press.Google Scholar

Slone, L. K., Moore, D. S., & Johnson, S. P. (2018) Object exploration facilitates 4-month-olds’ mental rotation performance. PLoS ONE 13(8), e0200468.Google Scholar

Sommerville, J. A., Woodward, A. L., & Needham, A. (2005). Action experience alters 3-month-old infants’ perception of others’ actions. Cognition, 96(1), B1–B11.Google Scholar

Soska, K. C., & Adolph, K. E. (2014). Postural position constrains multimodal object exploration in infants. Infancy, 19(2), 138–161.Google Scholar

Spelke, E. S. (1990). Principles of object perception. Cognitive Science, 14(1), 29–56.Google Scholar

Spelke, E. S., Breinlinger, K., Macomber, J., & Jacobson, K. (1992). Origins of knowledge. Psychological Review, 99(4), 605–632.Google Scholar

Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10(1), 89–96. doi: 10.1111/j.1467-7687.2007.00569.xGoogle Scholar

Stahl, A. E., & Feigenson, L. (2015). Observing the unexpected enhances infants’ learning and exploration. Science, 348(6230), 91–94.Google Scholar

Wang, S., Baillargeon, B., & Paterson, S. (2005). Detecting continuity violations in infancy: a new account and new evidence from covering and tube events. Cognition, 95(2), 129–173.Google Scholar

References

Aldridge, M. A., Stillman, R. D., & Bower, T. G. R. (2001). Newborn categorization of vowel-like sounds. Developmental Science, 4, 220–232.Google Scholar

Althaus, N., & Westermann, G. (2016). Labels constructively shape object categories in 10-month-old infants. Journal of Experimental Child Psychology, 151, 5–17.Google Scholar

Arterberry, M. E., & Bornstein, M. H. (2012). Categorization of real and replica objects by 14- and 18-month-old infants. Infant Behavior and Development, 35, 606–612.Google Scholar

Balaban, M. T., & Waxman, S. R. (1997). Do words facilitate object categorization in 9-month-old infants? Journal of Experimental Child Psychology, 64, 3–26.Google Scholar

Behl-Chadha, G. (1996). Basic-level and superordinate-like categorical representations in early infancy. Cognition, 60, 105–141.Google Scholar

Bertoncini, J., Bijeljac-Babic, R., Jusczyk, P. W., Kennedy, L. J., & Mehler, J. (1988). An investigation of young infants’ perceptual representations of speech sounds. Journal of Experimental Psychology: General, 117, 21–33.Google Scholar

Booth, A. E., Schuler, K., & Zajicek, R. (2010). Specifying the role of function in infant categorization. Infant Behavior and Development, 33, 672–684.Google Scholar

Bornstein, M. H., Arterberry, M. E., Mash, C., & Manian, N. (2010). Discrimination of facial expression by 5-month-old infants of nondepressed and clinically depressed mothers. Infant Behavior and Development, 34, 100–106.Google Scholar

Brown, A. M. (1990). Development of visual sensitivity to light and color vision in human infants: A critical review. Vision Research, 30, 1159–1188.CrossRef Google Scholar PubMed

Bruner, J., Goodnow, J., & Austin, G. (1956). A study of thinking. New York, NY: Wiley.Google Scholar

Byers-Heinlein, K. (2017). Bilingualism affects 9-month-old infants’ expectations about how words refer to kinds. Developmental Science, 20, e12486.Google Scholar

Casasola, M., & Cohen, L. B. (2002). Infant categorization of containment, support and tight-fit spatial relationships. Developmental Science, 5, 247–264.Google Scholar

Clifford, A., Franklin, A., Davies, I. R. L., & Holmes, A. (2009). Electrophysiological markers of categorical perception of color in 7-month-old infants. Brain and Cognition, 71, 165–172.Google Scholar

Cohen, L. B., DeLoache, J. S., & Rissman, M. W. (1975). The effect of stimulus complexity on infant visual attention and habituation. Child Development, 46, 611–617.Google Scholar

Cohen, L. B., & Gelber, E. R. (1975). Infant visual memory. In Cohen, L. B. & Salapatek, P. (Eds.), Infant perception: From sensation to cognition. Volume I: Basic visual Processes (pp. 347–404). New York, NY: Academic Press.Google Scholar

Cohen, L. B., & Strauss, M. S. (1979). Concept acquisition in the human infant. Child Development, 50, 419–424.Google Scholar

Comishen, K. J., Bialystok, E., & Adler, S. A. (2019). The impact of bilingual environments on selective attention in infancy. Developmental Science, 22(4), e12797.Google Scholar

de Haan, M., Johnson, M. H., Maurer, D., & Perrett, D. I. (2001). Recognition of individual faces and average face prototypes by 1- and 3-month-old infants. Cognitive Development, 16, 659–678.Google Scholar

DeCasper, A. J., & Spence, M. J. (1986). Prenatal maternal speech influences newborns’ perception of speech sounds. Infant Behavior and Development, 9, 133–150.Google Scholar

Deng, W. S., & Sloutsky, V. M. (2015). Linguistic labels, dynamic visual features, and attention in infant category learning. Journal of Experimental Child Psychology, 134, 62–77.Google Scholar

Dixon, K. C., Reynolds, G. D., Romano, A. C., Roth, K. C., Stumpe, A. L., Guy, M. W., & Mosteller, S. M. (2017). Neural correlates of individuation and categorization of other-species faces in infancy. Neuropsychologia, 18, 126–127.Google Scholar

Eimas, P. D., & Quinn, P. C. (1994). Studies on the formation of perceptually based basic-level categories in young infants. Child Development, 65, 903–917.Google Scholar

Eimas, P. D., Siqueland, E. R., Jusczyk, P., & Vigorito, J. (1971). Speech perception in infants. Science, 171, 303–306.Google Scholar

Elman, J. L. (1993). Learning and development in neural networks: The importance of starting small. Cognitive Psychology, 48, 71–99.Google Scholar

Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., … Stiles, J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59, i.CrossRef Google Scholar PubMed

Ferguson, B., & Waxman, S. R. (2017). Linking language & categorization in infancy. Journal of Child Language, 44(3), 527–552.Google Scholar

Ferguson, K. T., & Casasola, M. (2015). Are you an animal too? US and Malawian infants’ categorization of plastic and wooden animal replicas. Infancy, 20, 189–207.Google Scholar

Ferry, A. L., Hespos, S. J., & Waxman, S. R. (2010). Categorization in 3- and 4-month-old infants: An advantage of words over tones. Child Development, 81, 472–479.CrossRef Google Scholar PubMed

Ferry, A. L., Hespos, S. J., (2013). Nonhuman primate vocalizations support categorization in very young human infants. Proceedings of the National Academy of Sciences of the United States of America, 110, 15231–15235.Google Scholar

French, R. M., Mermillod, M., Quinn, P. C., Chauvin, A., & Mareschal, D. (2002). The importance of starting blurry: Simulating improved basic-level category learning in infants due to weak visual acuity. In Proceedings of the 24th Annual Conference of the Cognitive Science Society (pp. 322–327). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Fulkerson, A. L., & Waxman, S. R. (2007). Words (but not tones) facilitate object categorization: Evidence from 6- and 12-month-olds. Cognition, 105, 218–228.Google Scholar

Gelman, R. (1978). Cognitive development. Annual Review of Psychology, 29, 297–332.Google Scholar

Gervain, J. (2015). Plasticity in early language acquisition: The effects of prenatal and early childhood experience. Current Opinion in Neurobiology, 35, 13–20.Google Scholar

Gliozzi, V., Mayor, J., Hu, J. F., & Plunkett, K. (2009). Labels as features (not names) for infant categorization: A neurocomputational approach. Cognitive Science: A Multidisciplinary Journal, 33, 709–738.Google Scholar

Goldstone, R. L., Kersten, A., & Carvalho, P. F. (2018). Concepts and categorization. In Wixted, J. T. & Thompson-Schill, S. (Eds.), Steven’s handbook of experimental psychology, Language and thought (4th ed., pp. 607–630). New York, NY: Wiley & Sons.Google Scholar

Goldwater, M. B., Brunt, R. J., & Echols, C. H. (2018). Speech facilitates the categorization of motions in 9-month-old infants. Frontiers in Psychology, 9, 1–13.Google Scholar

Graham, S. A., Kilbreath, C. S., & Welder, A. N. (2004). Thirteen-month-olds rely on shared labels and shape similarity for inductive inferences. Child Development, 75, 409–427.Google Scholar

Greco, C., Hayne, H., & Rovee-Collier, C. (1990). Roles of function, reminding, and variability in categorization by 3-month-old infants. Journal of Experimental Psychology: Learning Memory and Cognition, 16, 617–633.Google Scholar

Groba, A., de Houwer, A., Obrig, H., Rossi, S., Groba, A., de Houwer, A., … Rossi, S. (2019). Bilingual and monolingual first language acquisition experience differentially shapes children’s property term learning: Evidence from behavioral and neurophysiological measures. Brain Sciences, 9, 40.Google Scholar

Grossmann, T., Gliga, T., Johnson, M. H., & Mareschal, D. (2009). The neural basis of perceptual category learning in human infants. Journal of Cognitive Neuroscience, 21, 2276–86.Google Scholar

Hayne, H., Rovee-Collier, C., & Perris, E. E. (1987). Categorization and memory retrieval by three-month-olds. Memory, 58, 750–767.Google Scholar PubMed

Homa, D., & Vosburgh, R. (1976). Category breadth and the abstraction of prototypical information. Journal of Experimental Psychology: Human Perception and Performance, 2, 322–330.Google Scholar

Horst, J. S., Oakes, L. M., & Madole, K. L. (2005). What does it look like and what can it do? Category structure influences how infants categorize. Child Development, 76, 614–631.Google Scholar

Huth, A. G., Nishimoto, S., Vu, A. T., & Gallant, J. L. (2012). A continuous semantic space describes the representation of thousands of object and action categories across the human brain. Neuron, 76, 1210–1224.Google Scholar

Johnson, S. P. (2011). Development of visual perception. Wiley Interdisciplinary Reviews: Cognitive Science, 2, 515–528.Google Scholar PubMed

Kandhadai, P., Hall, D. G., & Werker, J. F. (2017). Second label learning in bilingual and monolingual infants. Developmental Science, 20, e12429.Google Scholar

Kelly, D. J., Quinn, P. C., Slater, A. M., Lee, K., Ge, L., & Pascalis, O. (2007). The other-race effect develops during infancy. Psychological Science, 18, 1084.Google Scholar

Kestenbaum, R., & Nelson, C. A. (1990). The recognition and categorization of upright and inverted emotional expressions by 7-month-old infants. Infant Behavior and Development, 13, 497–511.Google Scholar

Kovack-Lesh, K. A., Horst, J. S., & Oakes, L. M. (2008). The cat is out of the bag: The joint influence of previous experience and looking behavior on infant categorization. Infancy, 13, 285–307.CrossRef Google Scholar

Kovack-Lesh, K. A., & Oakes, L. M. (2007). Hold your horses: How exposure to different items influences infant categorization. Journal of Experimental Child Psychology, 98, 69–93.Google Scholar

Kroll, J. F., & Dussias, P. E. (2017). The benefits of multilingualism to the personal and professional development of residents of the US. Foreign Language Annals, 50, 248–259.Google Scholar

Libertus, K., & Needham, A. W. (2010). Teach to reach: The effects of active vs. passive reaching experiences on action and perception. Vision Research, 50, 2750–2757.Google Scholar

Libertus, K., (2014). Encouragement is nothing without control: Factors influencing the development of reaching and face preference. Journal of Motor Learning and Development, 2, 16–27.Google Scholar

Luck, S. J. (2014). An introduction to the event-related potential technique (2nd ed.). Cambridge, MA: MIT Press.Google Scholar

Luck, S. J., & Gaspelin, N. (2017). How to get statistically significant effects in any ERP experiment (and why you shouldn’t). Psychophysiology, 54(1), 146–157.Google Scholar

Luck, S. J., & Kappenman, E. S. (Eds.). (2011). The Oxford handbook of event-related potential components. New York, NY: Oxford University Press.Google Scholar

Mack, M. L., Love, B. C., & Preston, A. R. (2016). Dynamic updating of hippocampal object representations reflects new conceptual knowledge. Proceedings of the National Academy of Sciences, 113, 13203–13208.Google Scholar

Mack, M. L., Love, B. C., (2017). Building concepts one episode at a time: The hippocampus and concept formation. Neuroscience Letters, 680, 31–38.Google Scholar

Madole, K. L., Oakes, L. M., & Cohen, L. B. (1993). Developmental changes in infants’ attention to function and form-function correlations. Cognitive Development, 8, 189–209.Google Scholar

Mahon, B. Z. (2015). Missed connections: A connectivity-constrained account of the representation and organization of object concepts. In Margolis, E. & Laurence, S. (Eds.), The conceptual mind: New directions in the study of concepts (pp. 79–115). Cambridge, MA: MIT Press.Google Scholar

Mandler, J. M. (2004). The foundations of mind: Origins of conceptual thought. New York, NY: Oxford University Press.Google Scholar

Mandler, J. M., Bauer, P. J., & McDonough, L. (1991). Separating the sheep from the goats: Differentiating global categories. Cognitive Psychology, 23, 263–298.Google Scholar

Mandler, J. M., Fivush, R., & Reznick, J. S. (1987). The development of contextual categories. Cognitive Development, 2, 339–354.Google Scholar

Mandler, J. M., & McDonough, L. (1993). Concept formation in infancy. Cognitive Development, 8, 281–318.Google Scholar

Mandler, J. M., (1998a). On developing a knowledge base in infancy. Developmental Psychology, 34, 1274–1288.Google Scholar

Mandler, J. M., (1998b). Studies in inductive inference in infancy. Cognitive Psychology, 37, 60–96.Google Scholar

Mareschal, D., & Tan, S. H. (2007). Flexible and context-dependent categorization by eighteen-month-olds. Child Development, 78, 19–37.CrossRef Google Scholar PubMed

Marinović, V., Hoehl, S., & Pauen, S. (2014). Neural correlates of human–animal distinction: An ERP-study on early categorical differentiation with 4- and 7-month-old infants and adults. Neuropsychologia, 60, 60–76.Google Scholar

Martin, A. (2016). GRAPES – grounding representations in action, perception, and emotion systems: How object properties and categories are represented in the human brain. Psychonomic Bulletin and Review, 23, 979–990.Google Scholar

Maurer, D., & Werker, J. F. (2014). Perceptual narrowing during infancy: A comparison of language and faces. Developmental Psychobiology, 56, 154–178.Google Scholar

McDonough, L., & Mandler, J. M. (1998). Inductive generalization in 9- and 11-month-olds. Developmental Science, 1, 227–232.Google Scholar

Medin, D. L., Lynch, E. B., Coley, J. D., & Atran, S. (1997). Categorization and reasoning among tree experts: do all roads lead to Rome? Cognitive Psychology, 32, 49–96.Google Scholar

Mervis, C. B. (1985). On the existence of prelinguistic categories: A case study. Infant Behavior and Development, 8, 293–300.Google Scholar

Mervis, C. B., & Rosch, E. (1981). Categorization of natural objects. Annual Review of Psychology, 32, 89–115.Google Scholar

Murphy, G. L. (2002). The big book of concepts. Cambridge, MA: MIT Press.Google Scholar

Murphy, G. L. (2010). What are categories and concepts. In Mareschal, D., Quinn, P. C., & Lea, S. (Eds.), The making of human concepts (pp. 11–28). Oxford: Oxford University Press.Google Scholar

Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science: A Multidisciplinary Journal, 14, 11–28.Google Scholar

Oakes, L. M. (2008). Categorization skills and concepts. In Haith, M. M. & Benson, J. B. (Eds.), Encyclopedia of infant and early childhood development (pp. 249–259). San Diego, CA: Academic Press.Google Scholar

Oakes, L. M., Coppage, D. J., & Dingel, A. (1997). By land or by sea: The role of perceptual similarity in infants’ categorization of animals. Developmental Psychology, 33, 396–407.Google Scholar

Oakes, L. M., & Kovack-Lesh, K. A. (2007). Memory processes and categorization in infancy. Special Issue: The Development of Categorization, 11, 661–677.Google Scholar

Oakes, L. M., (2013). Infants’ visual recognition memory for a series of categorically related items. Journal of Cognition and Development, 14, 63–86.Google Scholar

Oakes, L. M., Madole, K. L., & Cohen, L. B. (1991). Infants’ object examining: Habituation and categorization. Cognitive Development, 6, 377–392.Google Scholar

Oakes, L. M., & Ribar, R. J. (2005). A comparison of infants’ categorization in paired and successive presentation familiarization tasks. Infancy, 7, 85–98.Google Scholar

Pascalis, O., de Haan, M., & Nelson, C. A. (2002). Is face processing species-specific during the first year of life? Science, 296, 1321–1323.Google Scholar

Pascalis, O., Scott, L. S., Kelly, D. J., Shannon, R. W., Nicholson, E., Coleman, M., & Nelson, C. A. (2005). Plasticity of face processing in infancy. PNAS Proceedings of the National Academy of Sciences of the United States of America, 102, 5297–5300.Google Scholar

Peykarjou, S., Wissner, J., & Pauen, S. (2017). Categorical ERP repetition effects for human and furniture items in 7-month-old infants. Infant and Child Development, 26, e2016.Google Scholar

Piaget, J. (1952). Origins of intelligence in children (Cook, M., Ed.). New York, NY: International Universities Press.Google Scholar

Plunkett, K., Hu, J. -F., & Cohen, L. B. (2008). Labels can override perceptual categories in early infancy. Cognitive Psychology, 106, 665–681.Google Scholar

Posner, M. I., & Keele, S. W. (1968). On the genesis of abstract ideas. Journal of Experimental Psychology, 77, 353–363.Google Scholar

Poulin-Dubois, D., Frenkiel-Fishman, S., Samantha, N., & Johnson, S. (2006). Infants’ inductive generalization of bodily, motion, and sensory properties to animals and people. Journal of Cognition and Development, 7, 431–453.Google Scholar

Quinn, P. C., Doran, M. M., Reiss, J. E., & Hoffman, J. E. (2010). Neural markers of subordinate-level categorization in 6- to 7-month-old infants. Developmental Science, 13, 499–507.Google Scholar

Quinn, P. C., & Eimas, P. D. (1997). A reexamination of the perceptual-to-conceptual shift in mental representations. Review of General Psychology, 1, 171–187.Google Scholar

Quinn, P. C., Eimas, P. D., & Rosenkrantz, S. L. (1993). Evidence for representations of perceptually similar natural categories by 3- and 4-month-old infants. Perception, 22, 463–475.Google Scholar

Quinn, P. C., & Johnson, M. H. (2000). Global-before-basic object categorization in connectionist networks and 2-month-old infants. Infancy, 1, 31–46.Google Scholar

Quinn, P. C., Lee, K., Pascalis, O., & Slater, A. M. (2007). In support of an expert-novice difference in the representation of humans versus non-human animals by infants: Generalization from persons to cats occurs only with upright whole images. Cognitie Creier Comportament. Special Issue: The Development of Categorization, 11, 679–694.Google Scholar

Quinn, P. C., Slater, A. M., Brown, E., & Hayes, R. A. (2001). Developmental change in form categorization in early infancy. British Journal of Developmental Psychology, 19, 207–218.Google Scholar

Quinn, P. C., Westerlund, A. J., & Nelson, C. A. (2006). Neural markers of categorization in 6-month-old infants. Psychological Science, 17, 59–66.Google Scholar

Quinn, P. C., Yahr, J., Kuhn, A., Slater, A. M., & Pascalis, O. (2002). Representation of the gender of human faces by infants: A preference for female. Perception, 31, 1109–1121.Google Scholar

Rakison, D. H. (2007). Inductive categorization: A methodology to examine the basis for categorization and induction in infancy. Cognitie Creier Comportament. Special Issue: The Development of Categorization, 11, 773–790.Google Scholar

Rakison, D. H., & Butterworth, G. E. (1998). Infants’ use of object parts in early categorization. Developmental Psychology, 34, 49–62.Google Scholar

Rakison, D. H., & Lupyan, G. (2008). Developing object concepts in infancy: An associative learning perspective. Monographs of the Society for Research in Child Development, 73(7), 1–110.Google Scholar

Ramsey, J. L., Langlois, J. H., & Marti, N. C. (2005). Infant categorization of faces: Ladies first. Developmental Review, 25, 212–246.Google Scholar

Rennels, J. L., Juvrud, J., Kayl, A. J., Asperholm, M., Gredeback, G., & Herlitz, A. (2017). Caregiving experience and its relation to perceptual narrowing of face gender. Developmental Psychology, 53, 1437–1446.Google Scholar

Rennels, J. L., & Kayl, A. J. (2017). How experience affects infants’ facial categorization. In Cohen, H. & Lefebvre, C. (Eds.), Handbook of categorization in cognitive science (Vol. 331, pp. 637–652). San Diego, CA: Elsevier.Google Scholar

Rennels, J. L., Kayl, A. J., Langlois, J. H., Davis, R. E., & Orlewicz, M. (2016). Asymmetries in infants’ attention toward and categorization of male faces: The potential role of experience. Journal of Experimental Child Psychology, 142, 137–157.Google Scholar

Ribar, R. J., Oakes, L. M., & Spalding, T. L. (2004). Infants can rapidly form new categorical representations. Psychonomic Bulletin and Review, 11, 536–541.Google Scholar

Roberts, K. (1988). Retrieval of a basic-level category in prelinguistic infants. Developmental Psychology, 24, 21–27.Google Scholar

Robinson, C. W., & Sloutsky, V. M. (2007). Linguistic label and categorization in infancy: Do labels facilitate or hinder? Infancy, 11, 233–253.Google Scholar

Ross, G. S. (1980). Categorization in 1- to 2-year-olds. Developmental Psychology, 16, 391–396.Google Scholar

Ross, N., Medin, D., Coley, J. D., & Atran, S. (2003). Cultural and experiential differences in the development of folkbiological induction. Cognitive Development, 18, 25–47.Google Scholar

Scott, L. S., & Monesson, A. (2009). The origin of biases in face perception. Psychological Science, 20, 676–680.Google Scholar

Slater, A. M., Mattock, A., & Brown, E. (1990). Size constancy at birth: Newborn infants’ responses to retinal and real size. Journal of Experimental Child Psychology, 322, 314–322.Google Scholar

Slater, A. M., & Morison, V. (1985). Shape constancy and slant perception at birth. Perception, 14, 337–344.Google Scholar

Sloutsky, V. M., & Deng, W. S. (2017). Categories, concepts, and conceptual development. Language, Cognition and Neuroscience, 34(10), 1284–1297.Google Scholar

Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, MA: Harvard University Press.Google Scholar

Smith, J. D., & Minda, J. P. (1998). Prototypes in the mist: The early epochs of category learning. Journal of Experimental Psychology: Learning Memory and Cognition, 24, 1411–1436.Google Scholar

Smith, L. B., Jones, S. S., & Landau, B. (1996). Naming in young children: A dumb attentional mechanism? Cognitive Psychology, 60, 143–171.Google Scholar

Smith, L. B., Jones, S. S., Landau, B., Gershkoff-Stowe, L., & Samuelson, L. K. (2002). Object name learning provides on-the-job training for attention. Psychological Science, 13, 13–19.Google Scholar

Träuble, B., & Pauen, S. (2007). The role of functional information for infant categorization. Cognition, 105, 362–379.Google Scholar

Turati, C., Simion, F., & Zanon, L. (2003). Newborns’ perceptual categorization for closed and open geometric forms. Infancy, 4, 309–325.Google Scholar

Waxman, S. R., & Braun, I. (2005). Consistent (but not variable) names as invitations to form object categories: New evidence from 12-month-old infants. Cognitive Psychology, 95, B59–B68.Google Scholar

Waxman, S. R., & Markow, D. B. (1995). Words as invitations to form categories: Evidence from 12- to 13-month-old infants. Cognitive Psychology, 29, 257–302.Google Scholar

Weber, M., Thompson-Schill, S. L., Osherson, D., Haxby, J., & Parsons, L. (2009). Predicting judged similarity of natural categories from their neural representations. Neuropsychologia, 47, 859–868.Google Scholar

Welder, A. N., & Graham, S. A. (2001). The influences of shape similarity and shared labels on infants’ inductive inferences about nonobvious object properties. Child Development, 72, 1653–1673.Google Scholar

Westermann, G., & Mareschal, D. (2012). Mechanisms of developmental change in infant categorization. Cognitive Development, 27, 367–382.Google Scholar

Wiesen, S. E., Watkins, R. M., & Needham, A. W. (2016). Active motor training has long-term effects on infants’ object exploration. Frontiers in Psychology, 7, 599.Google Scholar

Yoshida, H., & Smith, L. B. (2001). Early noun lexicons in English and Japanese. Cognitive Psychology, 82, B63–B74.Google Scholar

Younger, B. A. (1985). The segregation of items into categories by ten-month-old infants. Child Development, 56, 1574–1583.Google Scholar

Younger, B. A. (1990). Infant categorization: Memory for category-level and specific item information. Journal of Experimental Child Psychology, 50, 131–155.Google Scholar

References

Acredolo, L. P. (1978). Development of spatial orientation in infancy. Developmental Psychology, 14(3), 224–234.Google Scholar

Addyman, C., Rocha, S., & Mareschal, D. (2014). Mapping the origins of time: Scalar errors in infant time estimation. Developmental Psychology, 50(8), 2030–2035Google Scholar

Adolph, K. E., & Tamis-LeMonda, C. S. (2014). The costs and benefits of development: The transition from crawling to walking. Child Development Perspectives, 8(4), 187–192.Google Scholar

Amalric, M., & Dehaene, S. (2016). Origins of the brain networks for advanced mathematics in expert mathematicians. Proceedings of the National Academy of Sciences, 113(18), 4909–4917.Google Scholar

Ansari, D., & Karmiloff-Smith, A. (2002). Atypical trajectories of number development: A neuroconstructivist perspective. Trends in Cognitive Sciences 6, 511–516.Google Scholar

Aslin, R. N., & Newport, E. L. (2012). Statistical learning: From acquiring specific items to forming general rules. Current Directions in Psychological Science, 21, 170–176.Google Scholar

Balcomb, F., Newcombe, N. S., & Ferrara, K. (2011). Finding where and saying where: Developmental relationships between place learning and language in the first year. Journal of Cognition and Development, 12(3), 315–331.Google Scholar

Barner, D., Brooks, N., & Bale, A. (2011). Accessing the unsaid: The role of scalar alternatives in children’s pragmatic inference. Cognition, 118(1), 84–93.Google Scholar

Barry, C., & Burgess, N. (2014). Neural mechanisms of self-location. Current Biology, 24(8), R330–R339.Google Scholar

Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C., & Beilock, S. L. (2015). Math at home adds up to achievement in school. Science, 350(6257), 196–198.Google Scholar

Brannon, E. M., Lutz, D., & Cordes, S. (2006). The development of area discrimination and its implications for numerical abilities in infancy. Development Science, 9(6), F59–F64.Google Scholar

Brannon, E. M., Suanda, S., & Libertus, K., (2007). Temporal discrimination increases in precision over development and parallels the development of numerosity discrimination. Developmental Science, 10(6), 770–777.Google Scholar

Bremner, J. G., & Bryant, P. E. (1977). Place versus response as the basis of spatial errors made by young infants. Journal of Experimental Child Psychology, 23(1), 162–171.Google Scholar

Brown, A. A., Spetch, M. L., & Hurd, P. L. (2007). Growing in circles: Rearing environment alters spatial navigation in fish. Psychological Science, 18(7), 569–573.Google Scholar

Bullens, J., Nardini, M., Doeller, C. F., Braddick, O., Postma, A., & Burgess, N. (2010). The role of landmarks and boundaries in the development of spatial memory. Developmental Science, 13(1), 170–180.Google Scholar

Burgess, N. (2006). Spatial memory: How egocentric and allocentric combine. Trends in Cognitive Sciences, 10(12), 551–557.Google Scholar

Bushnell, E. W., McKenzie, B. E., Lawrence, D. A., & Connell, S. (1995). The spatial coding strategies of one-year-old infants in a locomotor search task. Child Development, 66(4), 937–958.Google Scholar

Byrne, P., Becker, S., & Burgess, N. (2007). Remembering the past and imagining the future: A neural model of spatial memory and imagery. Psychological Review, 114(2), 340–375.Google Scholar

Campos, J. J., Anderson, D. I., Barbu-Roth, M. A., Hubbard, E. M., Hertenstein, M. J., & Witherington, D. (2000). Travel broadens the mind. Infancy, 1(2), 149–219.Google Scholar

Cantlon, J. F., & Brannon, E. M. (2006). Shared system for ordering small and large numbers in monkeys and humans. Psychological Science, 17(5), 401–406.Google Scholar

Cantrell, L., Boyer, T. W., Cordes, S., & Smith, L. B. (2015). Signal clarity: An account of the variability in infant quantity discrimination tasks. Developmental Science, 18(6), 877–893.Google Scholar

Cantrell, L., & Smith, L. B. (2013). Open questions and a proposal: A critical review of the evidence on infant numerical abilities. Cognition, 128(3), 331–352.Google Scholar

Casasola, M., Bhagwat, J., Doan, S. N., & Love, H. (2017). Getting some space: Infants’ and caregivers’ containment and support spatial constructions during play. Journal of Experimental Child Psychology, 159, 110–128.Google Scholar

Castaldi, E., Piazza, M., Dehaene, S., Vignaud, A., & Eger, E. (2019). Attentional amplification of neural codes for number independent of other quantities along the dorsal visual stream. bioRxiv, 527119. http://dx.doi.org/10.7554/eLife.45160 Google Scholar

Chen, G., Manson, D., Cacucci, F., & Wills, T. J. (2016). Absence of visual input results in the disruption of grid cell firing in the mouse. Current Biology, 26(17), 2335–2342.Google Scholar

Cheng, K. (1986). A purely geometric module in the rat’s spatial representation. Cognition, 23(2), 149–178.Google Scholar

Cheng, K., & Newcombe, N. S. (2005). Is there a geometric module for spatial orientation? Squaring theory and evidence. Psychonomic Bulletin and Review, 12, 1–23.Google Scholar

Chiandetti, C., & Vallortigara, G. (2008). Is there an innate geometric module? Effects of experience with angular geometric cues on spatial re-orientation based on the shape of the environment. Animal Cognition, 11(1), 139–146.Google Scholar

Chiandetti, C., (2010). Experience and geometry: Controlled-rearing studies with chicks. Animal Cognition, 13(3), 463–470.Google Scholar

Clearfield, M. W. (2004). The role of crawling and walking experience in infant spatial memory. Journal of Experimental Child Psychology, 89(3), 214–241.Google Scholar

Clearfield, M. W., & Mix, K. S. (1999). Number versus contour length in infants’ discrimination of small visual sets. Psychological Science, 10(5), 408–411.Google Scholar

Constantinescu, M., Moore, D. S., Johnson, S. P., & Hines, M. (2018). Early contributions to infants’ mental rotation abilities. Developmental Science, 21(4), e12613.Google Scholar

Dean, A. L., & Harvey, W. O. (1979). An information-processing analysis of a Piagetian imagery task. Developmental Psychology, 15(4), 474–475.Google Scholar

de Hevia, M. D., Izard, V., Coubart, A., Spelke, E. S., & Streri, A. (2014). Representations of space, time, and number in neonates. Proceedings of the National Academy of Sciences, 111(13), 4809–4813.Google Scholar

de Hevia, M. D., & Spelke, E. S. (2010). Number-space mapping in human infants. Psychological Science, 21(5), 653–660.Google Scholar

DeLoache, J. S. (1987). Rapid change in the symbolic functioning of very young children. Science, 238(4833), 1556–1557.Google Scholar

Diamond, A. (1998). Understanding the A-not-B error: Working memory vs. reinforced response, or active trace vs. latent trace. Developmental Science, 1(2), 185–189.Google Scholar

Dilks, D. D., Hoffman, J. E., & Landau, B. (2008). Vision for perception and vision for action: Normal and unusual development. Developmental Science, 11(4), 474–486.Google Scholar

Dolscheid, S., Hunnius, S., Casasanto, D., & Majid, A. (2014). Prelinguistic infants are sensitive to space–pitch associations found across cultures. Psychological Science, 25(6), 1256–1261.Google Scholar

Estes, D. (1998). Young children’s awareness of their mental activity: The case of mental rotation. Child Development, 69(5), 1345–1360.Google Scholar

Feigenson, L., & Carey, S. (2003). Tracking individuals via object-files: Evidence from infants’ manual search. Developmental Science, 6(5), 568–584.Google Scholar

Feigenson, L., Carey, S., & Spelke, E. (2002). Infants’ discrimination of number vs. continuous extent. Cognitive Psychology, 44(1), 33–66.Google Scholar

Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307–314.Google Scholar

Fisher, C. B. (1979). Children’s memory for orientation in the absence of external cues. Child Development, 50(4), 1088–1092.Google Scholar

Frick, A. (2019). Spatial transformation abilities and their relation to later mathematics performance. Psychological Research, 83, 1465–1484.Google Scholar

Frick, A., Daum, M. M., Walser, S., & Mast, F. W. (2009). Motor processes in children’s mental rotation. Journal of Cognition and Development, 10(1–2), 18–40.Google Scholar

Frick, A., Ferrara, K., & Newcombe, N. S. (2013). Using a touch-screen paradigm to assess the development of mental rotation between 3½ and 5½ years of age. Cognitive Processing, 14(2), 117–127.Google Scholar

Frick, A., Hansen, M. A., & Newcombe, N. S. (2013). Development of mental rotation in 3- to 5-year-old children. Cognitive Development, 28(4), 386–399.Google Scholar

Frick, A., & Möhring, W. (2013). Mental object rotation and motor development in 8- and 10-month-old infants. Journal of Experimental Child Psychology, 115(4), 708–720.Google Scholar

Frick, A., & Wang, S. H. (2014). Mental spatial transformations in 14- and 16-month-old infants: Effects of action and observational experience. Child Development, 85(1), 278–293.Google Scholar

Gallistel, C. R. (1990). The organization of learning (Vol. 336). Cambridge, MA: MIT Press.Google Scholar

Galloway, J. C. C., Ryu, J. C., & Agrawal, S. K. (2008). Babies driving robots: Self-generated mobility in very young infants. Intelligent Service Robotics, 1(2), 123–134.Google Scholar

Gerson, S. A., & Woodward, A. L. (2014). Learning from their own actions: The unique effect of producing actions on infants’ action understanding. Child Development, 85(1), 264–277.Google Scholar

Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge. Developmental Science, 14(5), 1021–1032.Google Scholar

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: The role of the linear number line. Developmental Psychology, 48(5), 1229–1241.Google Scholar

Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665–668.Google Scholar

Hamamouche, K., & Cordes, S. (2019). Number, time, and space are not singularly represented: Evidence against a common magnitude system beyond early childhood. Psychonomic Bulletin & Review, 26, 1–22.Google Scholar

Hawes, Z., LeFevre, J. A., Xu, C., & Bruce, C. D. (2015). Mental rotation with tangible three-dimensional objects: A new measure sensitive to developmental differences in 4- to 8-year-old children. Mind, Brain, and Education, 9(1), 10–18.Google Scholar

Hawes, Z., Moss, J., Caswell, B., Seo, J., & Ansari, D. (2019). Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach. Cognitive Psychology, 109, 68–90.Google Scholar

Hawes, Z., Sokolowski, H. M., Ononye, C. B., & Ansari, D. (2019). Neural underpinnings of numerical and spatial cognition: An fMRI meta-analysis of brain regions associated with symbolic number, arithmetic, and mental rotation. Neuroscience & Biobehavioral Reviews, 103, 316–336.Google Scholar

Hermer, L., & Spelke, E. (1996). Modularity and development: The case of spatial reorientation. Cognition, 61(3), 195–232.Google Scholar

Hermer-Vazquez, L., Moffet, A., & Munkholm, P. (2001). Language, space, and the development of cognitive flexibility in humans: The case of two spatial memory tasks. Cognition, 79(3), 263–299.Google Scholar

Hespos, S. J., Dora, B., Rips, L. J., & Christie, S. (2012). Infants make quantity discriminations for substances. Child Development, 83(2), 554–567.Google Scholar

Huttenlocher, J., Newcombe, N., & Sandberg, E. (1994). The coding of spatial location in young children. Cognitive Psychology, 27, 115–147.Google Scholar

Jacobs, L. F., & Menzel, R. (2014). Navigation outside of the box: what the lab can learn from the field and what the field can learn from the lab. Movement Ecology, 2(1), 1–22.Google Scholar

Johnson, S. P., & Aslin, R. N. (1995). Perception of object unity in 2-month-old infants. Developmental Psychology, 31(5), 739–745.Google Scholar

Jung, W. P., Kahrs, B. A., & Lockman, J. J. (2015). Manual action, fitting, and spatial planning: Relating objects by young children. Cognition, 134, 128–139.Google Scholar

Jung, W. P., Kahrs, B. A., (2018). Fitting handled objects into apertures by 17- to 36-month-old children: The dynamics of spatial coordination. Developmental Psychology, 54(2), 228–239.Google Scholar

Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.Google Scholar

Kaufman, J., & Needham, A. (2011). Spatial expectations of young human infants, following passive movement. Developmental Psychobiology, 53(1), 23–36.Google Scholar

Keen, R. (2003). Representation of objects and events: Why do infants look so smart and toddlers look so dumb? Current Directions in Psychological Science, 12(3), 79–83.Google Scholar

Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children’s mathematical knowledge: The effect of teacher “math talk.” Developmental Psychology, 42(1), 59–69.Google Scholar

Landau, B., & Ferrara, K. (2013). Space and language in Williams syndrome: Insights from typical development. Wiley Interdisciplinary Reviews: Cognitive Science, 4(6), 693–706.Google Scholar

Landau, B., Smith, L., & Jones, S. (1998). Object perception and object naming in early development. Trends in Cognitive Sciences, 2(1), 19–24.Google Scholar

Laurance, H. E., Learmonth, A. E., Nadel, L., & Jacobs, W. J. (2003). Maturation of spatial navigation strategies: Convergent findings from computerized spatial environments and self-report. Journal of Cognition and Development, 4(2), 211–238.Google Scholar

Learmonth, A. E., Nadel, L., & Newcombe, N. S. (2002). Children’s use of landmarks: Implications for modularity theory. Psychological Science, 13(4), 337–341.Google Scholar

Learmonth, A. E., Newcombe, N. S., & Huttenlocher, J. (2001). Toddlers’ use of metric information and landmarks to reorient. Journal of Experimental Child Psychology, 80(3), 225–244.Google Scholar

Learmonth, A. E., Newcombe, N. S., Sheridan, N., & Jones, M. (2008). Why size counts: Children’s spatial reorientation in large and small enclosures. Developmental Science, 11(3), 414–426.Google Scholar

Leibovich, T., Katzin, N., Harel, M., & Henik, A. (2017). From “sense of number” to “sense of magnitude”: The role of continuous magnitudes in numerical cognition. Behavioral and Brain Sciences, 40, 1–62.Google Scholar

Lew, A. R. (2011). Looking beyond the boundaries: Time to put landmarks back on the cognitive map? Psychological Bulletin, 137(3), 484–507.Google Scholar

Lew, A. R., Foster, K. A., Crowther, H. L., & Green, M. (2004). Indirect landmark use at 6 months of age in a spatial orientation task. Infant Behavior and Development, 27(1), 81–90.Google Scholar

Libertus, K., Joh, A. S., & Needham, A. W. (2016). Motor training at 3 months affects object exploration 12 months later. Developmental Science, 19(6), 1058–1066.Google Scholar

Lourenco, S. F., & Longo, M. R. (2010). General magnitude representation in human infants. Psychological Science, 21(6), 873–881.Google Scholar

McKenzie, B. E., Day, R. H., & Ihsen, E. (1984). Localization of events in space: Young infants are not always egocentric. British Journal of Developmental Psychology, 2(1), 1–9.Google Scholar

Meck, W. H., & Church, R. M. (1983). A mode control model of counting and timing processes. Journal of Experimental Psychology: Animal Behavior Processes, 9(3), 320–334.Google Scholar

Mix, K. S. (2009). How Spencer made number: First uses of the number words. Journal of Experimental Child Psychology, 102(4), 427–444.Google Scholar

Mix, K. S., Huttenlocher, J., & Levine, S. C. (2002). Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin, 128(2), 278–294.Google Scholar

Mix, K. S., Levine, S. C., & Newcombe, N. S. (2016). Development of quantitative thinking across correlated dimensions. In Henik, A. & Fias, W. (Eds.), Continuous issues in numerical cognition (pp. 1–33). London: Academic Press.Google Scholar

Möhring, W., & Frick, A. (2013). Touching up mental rotation: Effects of manual experience on 6-month-old infants’ mental object rotation. Child Development, 84(5), 1554–1565.Google Scholar

Möhring, W., Libertus, M., & Bertin, E. (2012). Speed discrimination in 6- and 10-month-old infants follows Weber’s law. Journal of Experimental Child Psychology, 111, 405–418.Google Scholar

Montello, D. R. (1993). Scale and multiple psychologies of space. In Frank, A. U. & Campari, I. (Eds.), Spatial information theory: A theoretical basis for GIS (pp. 312–321). European Conference on Spatial Information Theory, Berlin: Springer.Google Scholar

Moore, D. S., & Johnson, S. P. (2008). Mental rotation in human infants: A sex difference. Psychological Science, 19(11), 1063–1066.Google Scholar

Moore, D. S., & Johnson, S. P. (2011). Mental rotation of dynamic, three-dimensional stimuli by 3-month-old infants. Infancy, 16(4), 435–445.Google Scholar

Morris, R. G. M., Garrud, P., Rawlins, J. A., & O’Keefe, J. (1982). Place navigation impaired in rats with hippocampal lesions. Nature, 297(5868), 681–683.CrossRef Google Scholar PubMed

Muessig, L., Hauser, J., Wills, T. J., & Cacucci, F. (2015). A developmental switch in place cell accuracy coincides with grid cell maturation. Neuron, 86(5), 1167–1173.Google Scholar

Munakata, Y., McClelland, J. L., Johnson, M. H., & Siegler, R. S. (1997). Rethinking infant knowledge: Toward an adaptive process account of successes and failures in object permanence tasks. Psychological Review, 104(4), 686–713.Google Scholar

Nazareth, A., Weisberg, S. M., Margulis, K., & Newcombe, N. S. (2018). Charting the development of cognitive mapping. Journal of Experimental Child Psychology, 170, 86–106.Google Scholar

Needham, A., Barrett, T., & Peterman, K. (2002). A pick-me-up for infants’ exploratory skills: Early simulated experiences reaching for objects using “sticky mittens” enhances young infants’ object exploration skills. Infant Behavior and Development, 25(3), 279–295.Google Scholar

Newcombe, N. S. (2017). Harnessing spatial thinking to support STEM learning. OECD Education Working Papers, No. 161. Paris: OECD Publishing.Google Scholar

Newcombe, N. S., & Huttenlocher, J. (2000). Making space: The development of spatial representation and reasoning. Cambridge, MA: MIT Press.Google Scholar

Newcombe, N. S., (2006). Development of spatial cognition. In Kuhn, D. & Siegler, R. S. (Eds.), Handbook of child psychology (6th ed., pp. 734–776). Hoboken, NJ: John Wiley & Sons.Google Scholar

Newcombe, N. S., Huttenlocher, J., Drummey, A. B., & Wiley, J. (1998). The development of spatial location coding: Place learning and dead reckoning in the second and third years. Cognitive Development, 13, 185–201.Google Scholar

Odic, D., Hock, H., & Halberda, J. (2014). Hysteresis affects approximate number discrimination in young children. Journal of Experimental Psychology: General, 143(1), 255–265.Google Scholar

Örnkloo, H., & von Hofsten, C. (2007). Fitting objects into holes: On the development of spatial cognition skills. Developmental Psychology, 43(2), 404–416.Google Scholar

Overman, W. H., Pate, B. J., Moore, K., & Peuster, A. (1996). Ontogeny of place learning in children as measured in the radial arm maze, Morris search task, and open field task. Behavioral Neuroscience, 110(6), 1205–1228.Google Scholar

Pica, P., Lemer, C., Izard, V., & Dehaene, S. (2004). Exact and approximate arithmetic in an Amazonian indigene group. Science, 306(5695), 499–503.Google Scholar

Poulter, S., Hartley, T., & Lever, C. (2018). The neurobiology of mammalian navigation. Current Biology, 28(17), R1023–R1042.Google Scholar

Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14(6), 1417–1430.Google Scholar

Quinn, P. C., & Liben, L. S. (2008). A sex difference in mental rotation in young infants. Psychological Science, 19(11), 1067–1070.Google Scholar

Quinn, P. C., (2014). A sex difference in mental rotation in infants: Convergent evidence. Infancy, 19(1), 103–116.Google Scholar

Ratliff, K. R., & Newcombe, N. S. (2008). Reorienting when cues conflict: Evidence for an adaptive-combination view. Psychological Science, 19(12), 1301–1307.Google Scholar

Raudies, F., Gilmore, R. O., Kretch, K. S., Franchak, J. M., & Adolph, K. E. (2012, November). Understanding the development of motion processing by characterizing optic flow experienced by infants and their mothers. Paper presented at the Development and Learning and Epigenetic Robotics (ICDL), 2012 IEEE International Conference, San Diego, CA.Google Scholar

Ribordy, F., Jabès, A., Lavenex, P. B., & Lavenex, P. (2013). Development of allocentric spatial memory abilities in children from 18 months to 5 years of age. Cognitive Psychology, 66(1), 1–29.Google Scholar

Saxe, G. B. (2015). Culture and cognitive development: Studies in mathematical understanding. New York, NY: Psychology Press.Google Scholar

Schneider, M., Beeres, K., Coban, L., Merz, S., Schmidt, S., Stricker, J., & de Smedt, B. (2017). Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: A meta-analysis. Developmental Science, 20(3), e12372.Google Scholar

Schwarzer, G., Freitag, C., Buckel, R., & Lofruthe, A. (2013). Crawling is associated with mental rotation ability by 9-month-old infants. Infancy, 18(3), 432–441.Google Scholar

Seed, A., & Byrne, R. (2010). Animal tool use. Current Biology, 20(23), R1032–R1039.Google Scholar

Shusterman, A., Lee, S. A., & Spelke, E. S. (2011). Cognitive effects of language on human navigation. Cognition, 120(2), 186–201.Google Scholar

Sluzenski, J., Newcombe, N. S., & Satlow, E. (2004). Knowing where things are in the second year of life: Implications for hippocampal development. Journal of Cognitive Neuroscience, 16, 1443–1451.Google Scholar

Smith, L. B., & Kemler, D. G. (1978). Levels of experienced dimensionality in children and adults. Cognitive Psychology, 10(4), 502–532.Google Scholar

Smith, L. B., Thelen, E., Titzer, R., & McLin, D. (1999). Knowing in the context of acting: The task dynamics of the A-not-B error. Psychological Review, 106(2), 235–260.Google Scholar

Smith, L. B., Yu, C., & Pereira, A. F. (2011). Not your mother’s view: The dynamics of toddler visual experience. Developmental Science, 14(1), 9–17.Google Scholar

Sokolowski, H. M., Fias, W., Ononye, C. B., & Ansari, D. (2017). Are numbers grounded in a general magnitude processing system? A functional neuroimaging meta-analysis. Neuropsychologia, 105, 50–69.Google Scholar

Soska, K. C., Adolph, K. E., & Johnson, S. P. (2010). Systems in development: motor skill acquisition facilitates three-dimensional object completion. Developmental Psychology, 46(1), 129–138.Google Scholar

Spelke, E. S. (1990). Principles of object perception. Cognitive Science, 14(1), 29–56.Google Scholar

Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10(1), 89–96.Google Scholar

Srinivasan, M., & Carey, S. (2010). The long and the short of it: On the nature and origin of functional overlap between representations of space and time. Cognition, 116(2), 217–241.Google Scholar

Starkey, P., Spelke, E. S., & Gelman, R. (1983). Detection of intermodal numerical correspondences by human infants. Science, 222(4620), 179–181.Google Scholar

Street, S. Y., James, K. H., Jones, S. S., & Smith, L. B. (2011). Vision for action in toddlers: The posting task. Child Development, 82(6), 2083–2094.Google Scholar

Sutton, J. E., & Newcombe, N. S. (2014). The hippocampus is not a geometric module: Processing environment geometry during reorientation. Frontiers in Human Neuroscience, 8, 1–6.Google Scholar

Tan, H. M., Bassett, J. P., O’Keefe, J., Cacucci, F., & Wills, T. J. (2015). The development of the head direction system before eye opening in the rat. Current Biology, 25(4), 479–483.Google Scholar

Tan, H. M., Wills, T. J., & Cacucci, F. (2017). The development of spatial and memory circuits in the rat. Wiley Interdisciplinary Reviews: Cognitive Science, 8(3). doi: 10.1002/wcs.1424.Google Scholar

Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of perception and action. Cambridge, MA: MIT Press.Google Scholar

Twyman, A. D., Friedman, A., & Spetch, M. L. (2007). Penetrating the geometric module: Catalyzing children’s use of landmarks. Developmental Psychology, 43(6), 1523–1530.Google Scholar

Twyman, A. D., Newcombe, N. S., & Gould, T. J. (2013). Malleability in the development of spatial reorientation. Developmental Psychobiology, 55(3), 243–255.Google Scholar

Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2017). I. Spatial skills, their development, and their links to mathematics. Monographs of the Society for Research in Child Development, 82(1), 7–30.Google Scholar

Vieites, V., Nazareth, A., Reeb-Sutherland, B. C., & Pruden, S. M. (2015). A new biomarker to examine the role of hippocampal function in the development of spatial reorientation in children: A review. Frontiers in Psychology, 6, 490.Google Scholar

Voyer, D., Voyer, S., & Bryden, M. P. (1995). Magnitude of sex differences in spatial abilities: A meta-analysis and consideration of critical variables. Psychological Bulletin, 117(2), 250–270.Google Scholar

Wang, R. F., & Spelke, E. S. (2002). Human spatial representation: Insights from animals. Trends in Cognitive Sciences, 6(9), 376–382.Google Scholar

Weisberg, S. M., Marchette, S. A., & Chatterjee, A. (2018). Behavioral and neural representations of spatial directions across words, schemas, and images. Journal of Neuroscience, 38 (21), 4996–5007.Google Scholar

Weisberg, S. M., & Newcombe, N.S. (2016). How do (some) people make a cognitive map? Routes, places and working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 768–785.Google Scholar

Wilcox, T., & Biondi, M. (2015). Object processing in the infant: Lessons from neuroscience. Trends in Cognitive Sciences, 19(7), 406–413. doi:10.1016/j.tics.2015.04.009Google Scholar

Wills, T. J., Cacucci, F., Burgess, N., & O’Keefe, J. (2010). Development of the hippocampal cognitive map in preweanling rats. Science, 328(5985), 1573–1576.Google Scholar

Wolbers, T., & Wiener, J. M. (2014). Challenges for identifying the neural mechanisms that support spatial navigation: the impact of spatial scale. Frontiers in Human Neuroscience, 8(571), 1–12.Google Scholar

Xu, F., & Spelke, E. S. (2000). Large number discrimination in 6-month-old infants. Cognition, 74(1), B1–B11.Google Scholar

Xu, F., Spelke, E. S., & Goddard, S. (2005). Number sense in human infants. Developmental Science, 8(1), 88–101.Google Scholar

Xu, Y., Regier, T., & Newcombe, N. S. (2017). An adaptive cue combination model of human spatial reorientation. Cognition, 163, 56–66.Google Scholar

References

Adamson, L. B., & Frick, J. E. (2003). The still face: A history of a shared experimental paradigm. Infancy, 4, 451–473.Google Scholar

American Academy of Pediatrics (AAP) Committee on Public Education (1999). Media education. Pediatrics, 104, 341–343. doi: 10.1542/peds.104.2.341Google Scholar

American Academy of Pediatrics (AAP) Council on Communications and Media (2016). Children and adolescents and digital media. Pediatrics, 138. doi: 10.1542/peds.2016–2593Google Scholar

Anderson, D. R., & Davidson, M. C. (2019). Receptive versus interactive video screens: A role for the brain’s default mode network in learning from media. Computers in Human Behavior, 99, 168–180. https://doi.org/10.1016/j.chb.2019.05.008 Google Scholar

Anderson, D. R., Fite, K. V., Petrovich, N., & Hirsch, J. (2006). Cortical activation while watching video montage: An fMRI study. Media Psychology, 8, 7–24.Google Scholar

Anderson, D. R., & Hanson, K. G. (2017). Screen media and parent–child interactions. In Barr, R. & Linebarger, D. N. (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development (pp. 173–194). Cham, Switzerland: Springer.Google Scholar

Anderson, D. R., & Pempek, T. A. (2005). Television and very young children. American Behavioral Scientist, 48, 505–522.Google Scholar

Aslin, R. N. (2012). Questioning the questions that have been asked about the infant brain using near-infrared spectroscopy. Cognitive Neuropsychology, 29, 7–33.Google Scholar

Bank, A. M., Barr, R., Calvert, S. L., Parrott, W. G., McDonough, S. C., & Rosenblum, K. (2012). Maternal depression and family media use: A questionnaire and diary analysis. Journal of Child and Family Studies, 21, 208–216. doi: 10.1007/s10826-011-9464-1.Google Scholar

Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612–637. doi:10.1037/0033-2909.128.4.612.Google Scholar

Barr, R. (2010). Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice. Developmental Review, 30, 128–154. doi:10.1016/j.dr.2010.03.001.Google Scholar

Barr, R. (2013). Memory constraints on infant learning from picture books, television, and touch-screens. Child Development Perspectives, 7, 205–210. doi:10.1111/cdep.12041.Google Scholar

Barr, R., & Hayne, H. (1999). Developmental changes in imitation from television during infancy. Child Development, 70, 1067–1081.Google Scholar

Barr, R., Kirkorian, H., Radesky, J., Coyne, S., Nichols, D., Blanchfield, O., Rusnak, S., Stockdale, L., Ribner, A., Durnez, J., Epstein, M., Heimann, M., Koch, F.-S., Sundqvist, A., Birberg-Thornberg, U., Konrad, C., Slussareff, M., Bus, A., Bellagamba, F., Fitzpatrick, C. and CAFE Consortium Key Investigators (in revision). Beyond Screen Time: A synergistic approach to a more comprehensive assessment of family media exposure during early childhood.Google Scholar

Barr, R., Lauricella, A., Zack, E., & Calvert, S. L. (2010). The relation between infant exposure to television and executive functioning, cognitive skills, and school readiness at age four. Merrill Palmer Quarterly, 56, 21–48.Google Scholar

Barr, R., & Linebarger, D. N. (Eds.) (2017). Media exposure during infancy and early childhood: The effects of content and context on learning and development. Cham, Switzerland: Springer.Google Scholar

Barr, R., McClure, E., & Palarkain, R. (2018). What the research says about the impact of media on children aged 0–3 years old. Retrieved from www.zerotothree.org/resources/series/screen-sense.Google Scholar

Barr, R., Muentener, P., & Garcia, A. (2007). Age-related changes in deferred imitation from television by 6- to 18-month-olds. Developmental Science, 10, 910–921.Google Scholar

Barr, R., Muentener, P., Garcia, A., Fujimoto, M., & Chávez, V. (2007). The effect of repetition on imitation from television during infancy. Developmental Psychobiology, 49, 196–207.Google Scholar

Barr, R., Shuck, L., Salerno, K., Atkinson, E., & Linebarger, D. L. (2010). Music interferes with learning from television during infancy. Infant and Child Development: An International Journal of Research and Practice, 19, 313–331.Google Scholar

Barr, R., Zack, E., Garcia, A., & Muentener, P. (2008). Infants’ attention and responsiveness to television increases with prior exposure and parental interaction. Infancy, 13, 30–56.Google Scholar

Bornstein, M. H., & Tamis-LeMonda, C. S. (2008). Mother–infant interaction. In Bremner, J. G. & Wachs, T. D. (Eds.), The Wiley-Blackwell handbook of infant development (pp. 269–295). Malden, MA: Wiley-Blackwell.Google Scholar

Bortfeld, H., Wruck, E., & Boas, D. A. (2007). Assessing infants’ cortical response to speech using near-infrared spectroscopy. Neuroimage, 34, 407–415.Google Scholar

Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97.Google Scholar

Buss, A. T., Fox, N., Boas, D. A., & Spencer, J. P. (2014). Probing the early development of visual working memory capacity with functional near-infrared spectroscopy. Neuroimage, 85, 314–325, doi: 10.1016/j.neuroimage.2013.05.034Google Scholar

Calvert, S. L., Rideout, V. J., Woolard, J. L., Barr, R. F., & Strouse, G. A. (2005). Age, ethnicity, and socioeconomic patterns in early computer use: A national survey. American Behavioral Scientist, 48, 590–607.Google Scholar

Carver, L. J., Meltzoff, A. N., & Dawson, G. (2006). Event-related potential (ERP) indices of infants’ recognition of familiar and unfamiliar objects in two and three dimensions. Developmental Science, 9, 51–62.Google Scholar

Choi, J. H., Mendelsohn, A. L, Weisleder, A., Brockmeyer Cates, C., Canfield, C., Seery, A., … Tomopoulos, S. (2018). Real-world usage of educational media does not promote parent–child cognitive stimulation activities. Academic Pediatrics, 18, 172–178. doi: 10.1016/j.acap.2017.04.020.Google Scholar

Christakis, D. A., Gilkerson, J., Richards, J. A., Zimmerman, F. J., Garrison, M. M., Xu, D., … Yapanel, U. (2009). Audible television and decreased adult words, infant vocalizations, and conversational turns: A population-based study. Archives of Pediatric & Adolescent Medicine, 163, 554–558.Google Scholar

Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental co-use of media technology with their parents in the U.S.A. Journal of Children and Media, 9, 5–21.Google Scholar

Courage, M. L., Murphy, A. N., Goulding, S., & Setliff, A. E. (2010). When the television is on: The impact of infant-directed video on 6- and 18-month-olds’ attention during toy play and on parent–infant interaction. Infant Behavior and Development, 33, 176–188.Google Scholar

Cristia, A., & Seidl, A. (2015) Parental reports on touch screen use in early childhood. PLoS ONE, 10. https://doi.org/10.1371/journal.pone.0128338 Google Scholar

Cuevas, K., Cannon, E. N., Yoo, K., & Fox, N. A. (2013). The infant EEG Mu rhythm: Methodological considerations and best practices. Developmental Review, 34, 26–43.Google Scholar

Dayanim, S., & Namy, L. L. (2015). Infants learn baby signs from video. Child Development, 86, 800–811.Google Scholar

DeLoache, J. S. (1995). Early symbol understanding and use. Psychology of Learning and Motivation, 33, 65–116.Google Scholar

DeLoache, J. S., Chiong, C., Sherman, K., Islam, N., Vanderborght, M., Troseth, G. L., … O’Doherty, K. (2010). Do babies learn from baby media?. Psychological Science, 21, 1570–1574.Google Scholar

DeLoache, J. S., Strauss, M. S., & Maynard, J. (1979). Picture perception in infancy. Infant Behavior and Development, 2, 77–89.Google Scholar

Demers, L. B., Hanson, K. G., Kirkorian, H. L., Pempek, T. A., & Anderson, D. R. (2013). Infant gaze following during parent–infant coviewing of baby videos. Child Development, 84, 591–603. doi: 10.1111/j.1467-8624.2012.01868.xGoogle Scholar

Dickerson, K., Gerhardstein, P., & Moser, A. (2017). The role of the human mirror neuron system in supporting communication in a digital world. Frontiers in Psychology, 8, 698.Google Scholar

Dickerson, K., Gerhardstein, P., Zack, E., & Barr, R. (2013). Age-related changes in learning across early childhood: A new imitation task. Developmental Psychobiology, 55, 719–732. doi:10.1002/dev.21068.Google Scholar

Dirks, J., & Gibson, E. (1977). Infants’ perception of similarity between live people and their photographs. Child Development, 48(1), 124–130.Google Scholar

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (2018). Media exposure and early child development workshop. Retrieved from www.nichd.nih.gov/about/meetings/2018/012518.Google Scholar

Fair, D. A., Cohen, A. L., Dosenbach, N. U. F., Church, J. A., Miezin, F. M., Barch, D. M., … Schlaggar, B. L. (2008). The maturing architecture of the brain’s default network. Proceedings of the National Academy of Sciences, 105, 4028–4032.Google Scholar

Fenstermacher, S. K., Barr, R., Brey, E., Pempek, T. A, Ryan, M., Calvert, S., … Linebarger, D. (2010). Interactional quality depicted in infant-directed videos: Where are the interactions? Infant and Child Development, 19, 594–612. doi: 10.1002/icd.714Google Scholar

Fenstermacher, S. K., Barr, R., Salerno, K., Garcia, A., Shwery, C. E., Calvert, S. L., & Linebarger, D. L. (2010). Infant-directed media: An analysis of product information and claims. Infant & Child Development, 19, 557–576.Google Scholar

Gao, W., Zhu, H., Giovanello, K. S., Smith, J. K., Dinggang, S., Gilmore, J. H., & Lin, W. (2009). Evidence on the emergence of the brain’s default network from 2-week-old to 2-year-old healthy pediatric subjects. Proceedings of the National Academy of Sciences, 106, 6790–6795.Google Scholar

Gervain, J., Mehler, J., Werker, J. F., Nelson, C. A., Csibra, G., Lloyd-Fox, S., … Aslin, R. N. (2011). Near-infrared spectroscopy: A report from the McDonnell infant methodology consortium. Developmental Cognitive Neuroscience, 1, 22–46.Google Scholar

Goedhart, G., Kromhout, H., Wiart, J., & Vermeulen, R. (2015). Validating self-reported mobile phone use in adults using a newly developed smartphone application. Occupational & Environmental Medicine, 72(1), 812–818.Google Scholar

Goldstein, M. H., Schwade, J. A., & Bornstein, M. H. (2009). The value of vocalizing: Five-month-old infants associate their own noncry vocalizations with responses from caregivers. Child Development, 80, 636–644.Google Scholar

Guernsey, L. (2012). Screen time: How electronic media – from baby videos to educational software – affects your young child. Philadelphia, PA: Basic Books.Google Scholar

Hasson, U., Yang, E., Vallines, I., Heeger, D.J., & Rubin, N. (2008). A hierarchy of temporal receptive windows in human cortex. Journal of Neuroscience, 28, 2539–2550.Google Scholar

Henning, A., & Striano, T. (2011). Infant and maternal sensitivity to interpersonal timing. Child Development, 82, 916–931.Google Scholar

Heron-Delaney, M., Anzures, G., Herbert, J. S., Quinn, P. C., Slater, A. M., Tanaka, J. W., … Pascalis, O. (2011). Perceptual training prevents the emergence of the other race effect during infancy. PLoS ONE, 6. http://doi.org/10.1371/journal.pone.0019858 Google Scholar

Hipp, D., Gerhardstein, P., Zimmermann, L., Moser, A., Taylor, G., & Barr, R. (2017). The dimensional divide: Learning from TV and touchscreens during early childhood. In Barr, R. & Linebarger, D. N. (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development (pp. 33–54). Cham, Switzerland: Springer.Google Scholar

Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16, 3–34.Google Scholar

Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner Jr, R. L. (2015). Exposure and use of mobile media devices by young children. Pediatrics, 136, 1044–1050.Google Scholar

Khan, M., Chakraborty, N., Rahman, A., & Nasrin, T. (2007). 2007 follow-up (wave II) evaluation of the reach and impact of Sisimpur: A technical report. Dhaka, Bangladesh: Associates for Community and Population Research.Google Scholar

Kirkorian, H. L. (2018). When and how do interactive digital media help children connect what they see on and off the screen? Child Development Perspectives, 12, 210–214. doi.org/10.1111/cdep.12290.Google Scholar

Kirkorian, H. L., Anderson, D. R., & Keen, R. (2012). Age differences in online processing of video: An eye movement study. Child Development, 83, 497–507.Google Scholar

Kirkorian, H. L., & Choi, K. (2017). Associations between toddlers’ naturalistic media experience and observed learning from screens. Infancy, 22, 271–277.Google Scholar

Kirkorian, H. L., Choi, K., & Pempek, T. A. (2016). Toddlers’ word learning from contingent and noncontingent video on touchscreens. Child Development, 87, 405–413. doi: 10.1111/cdev.12508Google Scholar

Kirkorian, H. L., Pempek, T. A., Murphy, L. A., Schmidt, M. E., & Anderson, D. R. (2009). The impact of background television on parent–child interaction. Child Development, 80, 1350–1359.Google Scholar

Koenig, M. A., & Woodward, A. L. (2010). Sensitivity of 24-month-olds to the prior inaccuracy of the source: Possible mechanisms. Developmental Psychology, 46, 815.Google Scholar

Krcmar, M. (2010). Can social meaningfulness and repeat exposure help infants and toddlers overcome the video deficit?. Media Psychology, 13, 31–53.Google Scholar

Kuchirko, Y., Tafuro, L., & Tamis-LeMonda, C.S. (2018). Becoming a communicative partner: Infant contingent responsiveness to maternal language and gestures. Infancy, 23, 558–576. doi: 10.1111/infa.12222Google Scholar

Kuhl, P. K., Tsao, F. M., & Liu, H. M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, 100, 9096–9101.Google Scholar

Landau, S., Lorch, E.P., & Milich, R. (1992). Visual attention to and comprehension of television in attention-deficit hyperactivity disordered and normal boys. Child Development, 63, 928–937.Google Scholar

Lapierre, M. A., Piotrowski, J. T., & Linebarger, D. L. (2012). Background television in the homes of US children. Pediatrics, 130, 839–846.Google Scholar

Lauricella, A. R., Blackwell, C. K., & Wartella, E. (2017). The “new” technology environment: The role of content and context on learning and development from mobile media. In Barr, R. & Linebarger, D. N. (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development (pp. 1–24). Cham, Switzerland: Springer.Google Scholar

Lauricella, A. R., Pempek, T. A., Barr, R., & Calvert, S. L. (2010). Contingent computer interactions for young children’s object retrieval success. Journal of Applied Developmental Psychology, 31, 362–369.Google Scholar

Lauricella, A. R., Wartella, E., & Rideout, V. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. doi.org/10.1016/j.appdev.2014.12.001Google Scholar

Lerner, C., & Barr, R. (2015). Screen sense: Setting the record straight – research-based guidelines for screen use for children under 3 years old. Zero to Three, 35, 1–10.Google Scholar

Li, H., Subrahmanyam, K., Bai, X., Xie, X., & Liu, T. (2018). Viewing fantastical events versus touching fantastical events: Short-term effects on children’s inhibitory control. Child Development, 89, 48–57. https://doi.org/10.1111/cdev.12820 Google Scholar

Lillard, A. S., Drell, M. B., Richey, E. M., Boguszewski, K., & Smith, E. D. (2015). Further examination of the immediate impact of television on children’s executive function. Developmental Psychology, 51, 792–805. doi: 10.1037/a0039097Google Scholar

Lin, P., Yang, Y., Jovicich, J., de Pisapia, N., Wang, X., Zuo, C. S., & Levitt, J. J. (2016). Static and dynamic posterior cingulate cortex nodal topology of default mode network predicts attention task performance. Brain Imaging and Behavior, 10, 212–225.Google Scholar

Linebarger, D. L., Barr, R., Lapierre, M. A., & Piotrowski, J. T. (2014). Associations between parenting, media use, cumulative risk, and children’s executive functioning. Journal of Developmental & Behavioral Pediatrics, 35, 367–377.Google Scholar

Linebarger, D. L., & Walker, D. (2005). Infants’ and toddlers’ television viewing and language outcomes. American Behavioral Scientist, 48, 624–645.Google Scholar

Mandel, D. R., Jusczyk, P. W., & Pisoni, D. B. (1995). Infants’ recognition of the sound patterns of their own names. Psychological Science, 6, 314–317.Google Scholar

Markant, J., & Scott, L. S. (2018). Attention and perceptual learning interact in the development of the other-race effect. Current Directions in Psychological Science, 27(3), 163–169.Google Scholar

Mendelsohn, A. L., Brockmeyer, C. A., Dreyer, B. P., Fierman, A. H., Berkule-Silberman, S. B., & Tomopoulos, S. (2010). Do verbal interactions with infants during electronic media exposure mitigate adverse impacts on their language development as toddlers? Infant and Child Development, 19, 577–593. http://doi.org/10.1002/icd.711.Google Scholar

McCall, R. B., Parke, R. D., Kavanaugh, R. D., Engstrom, R., Russell, J., & Wycoff, E. (1977). Imitation of live and televised models by children one to three years of age. Monographs of the Society for Research in Child Development, 1–94.Google Scholar

McClure, E. R., Chentsova-Dutton, Y. E., Barr, R. F., Holochwost, S., & Parrott, W. G. (2015). “FaceTime doesn’t count”: Video chat as an exception to media restrictions for infants and toddlers. International Journal of Child-Computer Interaction, 6, 1–6. doi: x10.1016/j.ijcci.2016.02.002Google Scholar

McClure, E. R., Chentsova-Dutton, Y. E., Holochwost, S. J., Parrott, W. G., & Barr, R. (2017). Look at that! Video chat and joint visual attention development among babies and toddlers. Child Development, 89(1), 27–36. doi:10.1111/cdev.12833Google Scholar

McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent distraction with technology and associations with child behavior problems. Child Development, 89, 100–109. doi:10.1111/cdev.12822Google Scholar

Meek, J. H., Firbank, M., Elwell, C. E., Atkinson, J., Braddick, O., & Wyatt, J. S. (1998). Regional hemodynamic responses to visual stimulation in awake infants. Pediatric Research, 43(6), 840.Google Scholar

Moser, A., Zimmermann, L., Dickerson, K., Grenell, A., Barr, R., & Gerhardstein, P. (2015). They can interact, but can they learn? Toddlers’ transfer learning from touchscreens and television. Journal of Experimental Child Psychology, 137, 137–155. doi:10.1016/j.jecp.2015.04.002.Google Scholar

Mumme, D. L., & Fernald, A. (2003). The infant as onlooker: Learning from emotional reactions observed in a television scenario. Child Development, 74, 221–237.Google Scholar

Murray, L., & Trevarthen, C. (1985). Emotional regulation of interactions between two-month-olds and their mothers. In Field, T. & Fox, N. (Eds.), Social perception in infants (pp. 177–197). Norwood, NJ: Ablex.Google Scholar

Myers, L. J., Crawford, E., Murphy, C., Aka-Ezoua, E., & Felix, C. (2018). Eyes in the room trump eyes on the screen: Effects of a responsive co-viewer on toddlers’ responses to and learning from video chat. Journal of Children and Media, 12(3), 275–294.Google Scholar

Myers, L. J., LeWitt, R. B., Gallo, R. E., & Maselli, N. M. (2017). Baby FaceTime: Can toddlers learn from online video chat?. Developmental Science, 20(4), 1–15.Google Scholar

Myruski, S., Gulyayeva, O., Birk, S., Pérez-Edgar, K., Buss, K. A., & Dennis-Tiwary, T. A. (2018) Digital disruption? Maternal mobile device use is related to infant social-emotional functioning. Developmental Science, 21, e12610. https://doi.org/10.1111/desc.12610 Google Scholar

Nakano, T., Kato, M., Morito, Y., Itoi, S., & Kitazawa, S. (2013). Blink-related momentary activation of the default mode network while viewing videos. Proceedings of the National Academy of Sciences, 110, 702–706.Google Scholar

Nathanson, A. I., Aladé, F., Sharp, M. L., Rasmussen, E. E., & Christy, K. (2014). The relation between television exposure and executive function among preschoolers. Developmental Psychology, 50, 1497.Google Scholar

National Association for the Education of Young Children & the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. (2012, January). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Joint position statement. Reston, VA.Google Scholar

Nielsen, M., Simcock, G., & Jenkins, L. (2008). The effect of social engagement on 24 month olds’ imitation from live and televised models. Developmental Science, 11, 722–731. doi:10.1111/j.1467-7687.2008.00722.x.Google Scholar

Nussenbaum, K., & Amso, D. (2016). An attentional Goldilocks effect: An optimal amount of social interactivity promotes word learning from video. Journal of Cognition and Development, 17, 30–40.Google Scholar

Oulasvirta, A., Tamminen, S., Roto, V., & Kuorelahti, J. (2005, April). Interaction in 4-second bursts: The fragmented nature of attentional resources in mobile HCI. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 919–928). New York, NY: ACM. https://doi.org/10.1145/1054972.1055101 Google Scholar

Pempek, T. A., Kirkorian, H. L., & Anderson, D. R. (2014). The effects of background television on the quantity and quality of child-directed speech by parents. Journal of Children and Media, 8, 211–222.Google Scholar

Pempek, T. A., Kirkorian, H. L., Richards, J. E., Anderson, D. R., Lund, A. F., & Stevens, M. (2010). Video comprehensibility and attention in very young children. Developmental Psychology, 46, 1283–1293.Google Scholar

Pempek, T. A., & McDaniel, B. T. (2016). Young children’s tablet use and associations with maternal well-being. Journal of Child and Family Studies, 25, 2636–2647.Google Scholar

Peña, M., Maki, A., Kovacic, D., Dehaene-Lambertz, G., Koizumi, H., Bouquet, F., & Mehler, J. (2003). Sounds and silence: An optical topography study of language recognition at birth. Proceedings of the National Academy of Sciences, 100, 11702–11705.Google Scholar

Perlman, S. B., Huppert, T. J., & Luna, B. (2015). Functional near-infrared spectroscopy evidence for development of prefrontal engagement in working memory in early through middle childhood. Cerebral Cortex, 26, 2790–2799.Google Scholar

Przybylski, A. K., & Weinstein, N. (2017). Digital screen time limits and young children’s psychological well-being: Evidence from a population-based study. Child Development, 90(1), e56–e65. doi.org/10.1111/cdev.13007Google Scholar

Radesky, J. S., Kistin, C. J., Zuckerman, B., Nitzberg, K., Gross, J., Kaplan-Sanoff, M., … Silverstein, M. (2014). Patterns of mobile device use by caregivers and children during meals in fast-food restaurants. Pediatrics, 133, 843–849.Google Scholar

Radesky, J. S., Peacock-Chambers, E., Zuckerman, B., & Silverstein, M. (2016). Use of mobile technology to calm upset children: Associations with social-emotional development. JAMA Pediatrics, 170, 397–399.Google Scholar

Radesky, J. S., Silverstein, M., Zuckerman, B., & Christakis, D. A. (2014). Infant self-regulation and early childhood media exposure. Pediatrics, 133(5), e1172–e1178. doi: 10.1542/peds.2013–2367Google Scholar

Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Learning on hold: Cell phones sidetrack parent–child interactions. Developmental Psychology, 53, 1428.Google Scholar

Regev, M., Honey, C. J., Simony, E., & Hasson, U. (2013). Selective and invariant neural responses to spoken and written narratives. Journal of Neuroscience, 33, 15978–15988.Google Scholar

Richards, J. E. (2010). The development of attention to simple and complex visual stimuli in infants: Behavioral and psychophysiological measures. Developmental Review, 30, 203–219.Google Scholar

Richards, M. N., & Calvert, S. L. (2017). Media characters, parasocial relationships, and the social aspects of children’s learning across media platforms. In Barr, R. & Linebarger, D. N. (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development (pp. 141–163). Cham, Switzerland: Springer.Google Scholar

Richert, R. A., Robb, M. B., Fender, J. G., & Wartella, E. (2010). Word learning from baby videos. Archives of Pediatrics & Adolescent Medicine, 164, 432–437.Google Scholar

Rideout, V. (2017). Zero to eight: Children’s media use in America 2017. San Francisco, CA: Common Sense Media. Retrieved from www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2017.Google Scholar

Roseberry, S. L., Garcia-Sierra, A., & Kuhl, P. K. (2018). Two are better than one: Infant language learning from video improves in the presence of peers. Proceedings of the National Academy of Sciences of the United States of America, 115(40), 9859–9866.Google Scholar

Roseberry, S. L., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help toddlers learn language. Child Development, 85, 956–970. doi:10.1111/cdev.12166.Google Scholar

Ruysschaert, L., Warreyn, P., Wiersema, J. R., Metin, B., & Roeyers, H. (2013). Neural mirroring during the observation of live and video actions in infants. Clinical Neurophysiology, 124, 1765–1770. doi: 10.1016/j.clinph.2013.04.007Google Scholar

Schmidt, M. E., Pempek, T. A., Kirkorian, H. L., Lund, A. F., & Anderson, D. R. (2008). The effects of background television on the toy play behavior of very young children. Child Development, 79, 1137–1151.Google Scholar

Setliff, A. E., & Courage, M. L. (2011). Background television and infants’ allocation of their attention during toy play. Infancy, 16, 611–639.Google Scholar

Shimada, S., & Hiraki, K. (2006). Infant’s brain responses to live and televised action. Neuroimage, 32, 930–939. doi: 10.1016/j.neuroimage.2006.03.044Google Scholar

Simcock, G., Garrity, K., & Barr, R. (2011). The effect of narrative cues on infants’ imitation from television and picture books. Child Development, 82, 1607–1619. doi: 10.1111/j.1467-8624.2011.01636.xGoogle Scholar

Strouse, G. A., & Troseth, G. L. (2014). Supporting toddlers’ transfer of word learning from video. Cognitive Development, 30, 47–64.Google Scholar

Sudre, G., Szekely, E., Sharp, W., Kasparek, S., & Shaw, P. (2017). Multimodal mapping of the brain’s functional connectivity and the adult outcome of attention deficit hyperactivity disorder. Proceedings of the National Academy of Sciences, 114, 11787–11792.Google Scholar

Troseth, G. L. (2010). Is it life or is it Memorex? Video as a representation of reality. Developmental Review, 30, 155–175. doi:10.1016/j.dr.2010.03.007.Google Scholar

Troseth, G. L., & DeLoache, J. S. (1998). The medium can obscure the message: Young children’s understanding of video. Child Development, 69, 950–965.Google Scholar

Troseth, G. L., Saylor, M. M., & Archer, A. H. (2006). Young children’s use of video as a source of socially relevant information. Child Development, 77, 786–799.Google Scholar

Vaala, S. E., Linebarger, D. L., Fenstermacher, S. K., Tedone, A., Brey, E., Barr, R., … Calvert, S. L. (2010). Content analysis of language-promoting teaching strategies used in infant-directed media. Infant and Child Development, 19, 628–648.Google Scholar

Vandewater, E. A., & Lee, S. -J. (2009). Measuring children’s media use in the digital age: Issues and challenges. American Behavioral Scientist, 52, 1152–1176.Google Scholar

Wartella, E., Rideout, V., Lauricella, A., & Connell, S. (2014). Revised parenting in the age of digital technology: A national survey. Evanston, IL: Northwestern University. Retrieved from http://web5.soc.northwestern.edu/cmhd/wp-content/uploads/2014/08/NWU.MediaTechReading.Hispanic.FINAL2014.pdf.Google Scholar

West, G. L., Konishi, K., & Bohbot, V. D. (2017). Video games and hippocampus-dependent learning. Current Directions in Psychological Science, 26, 152–158.Google Scholar

Wilcox, T., & Biondi, M. (2015). fNIRS in the developmental sciences. Wiley Interdisciplinary Reviews: Cognitive Science, 6, 263–283.Google Scholar

Wood, E., Petkovski, M., de Pasquale, D., Gottardo, A., Evans, M. A., & Savage, R. S. (2016). Parent scaffolding of young children when engaged with mobile technology. Frontiers in Psychology, 7, 690. http://doi.org/10.3389/fpsyg.2016.00690 Google Scholar

Zack, E., & Barr, R. (2016). The role of interactional quality in learning from touch screens during infancy: Context matters. Frontiers in Psychology, 7, 1264.Google Scholar

Zack, E., Barr, R., Gerhardstein, P., Dickerson, K., & Meltzoff, A. N. (2009). Infant imitation from television using novel touch screen technology. British Journal of Developmental Psychology, 27, 13–26.Google Scholar

Zosh, J. M., Lytle, S. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2017). Putting the education back in educational apps: How content and context interact to promote learning. In Barr, R. & Linebarger, D. N. (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development (pp. 259–282). Cham, Switzerland: Springer.Google Scholar

Book contents

Part III - Cognitive Development

Access options

References

References

References

References

References

References

Save book to Kindle

Save book to Dropbox

Save book to Google Drive