Rakison David H
Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213, USA.
J Exp Child Psychol. 2005 Aug;91(4):271-96. doi: 10.1016/j.jecp.2005.03.005.
Four experiments examined the role of correlations between dynamic and static parts on 12- to 16-month-olds' ability to learn the identity of agents and recipients in a simple causal event. Infants were habituated to events in which objects with a dynamic or static part acted as an agent or a recipient and then were tested with an event in which the part-causal role relations were switched. Experiment 1 revealed that 16-month-olds, but not 12-month-olds, associate a dynamic part with the role of agent and a static part with the role of recipient. Experiment 2 showed that 12- and 16-month-olds do not associate a static part with the role of agent or a dynamic part with the role of recipient. Experiment 3 demonstrated that 14-month-olds will learn the relations presented in Experiment 1 and Experiment 2. Experiment 4 revealed that 12-month-olds were able to discriminate the two geometric figures in the events. The results are discussed with respect to infants' developing ability to attend to correlations between dynamic and static cues and the mechanism underlying early object concept acquisition.
四项实验研究了动态部分与静态部分之间的相关性对12至16个月大婴儿在简单因果事件中学习施动者和受动者身份能力的作用。婴儿先熟悉了一些事件，其中带有动态或静态部分的物体充当施动者或受动者，然后再用部分因果角色关系发生转换的事件进行测试。实验1表明，16个月大的婴儿能将动态部分与施动者角色联系起来，将静态部分与受动者角色联系起来，而12个月大的婴儿则不能。实验2表明，12个月和16个月大的婴儿都不会将静态部分与施动者角色联系起来，也不会将动态部分与受动者角色联系起来。实验3证明，14个月大的婴儿能够学会实验1和实验2中呈现的关系。实验4表明，12个月大的婴儿能够区分事件中的两个几何图形。研究结果从婴儿关注动态与静态线索之间相关性的发展能力以及早期物体概念习得的潜在机制方面进行了讨论。
