Slater A
Department of Psychology, Washington Singer Laboratories, University of Exeter, U.K.
J Child Psychol Psychiatry. 1995 Jan;36(1):69-112. doi: 10.1111/j.1469-7610.1995.tb01656.x.
In recent years it has been demonstrated that cognitive development from infancy to later childhood displays some degree of (correlational) continuity. Studies that have demonstrated this continuity are reviewed, focusing on measures of visual information processing, means-ends problem-solving and other cognitive indices of infant performance. Models of continuity are described and evaluated, and the relevance of the findings and models to the Nature-Nurture issue are considered, with particular attention to the related issues of the role of experience in early life, and the extent to which infant development is canalized. Theoretical and practical applications of the research are discussed.
近年来，已有研究表明，从婴儿期到童年后期的认知发展呈现出一定程度的（相关性）连续性。本文回顾了已证明这种连续性的研究，重点关注视觉信息处理、手段-目的问题解决以及婴儿表现的其他认知指标的测量。描述并评估了连续性模型，并考虑了这些发现和模型与先天-后天问题的相关性，特别关注早期生活中经验的作用以及婴儿发育的受限程度等相关问题。还讨论了该研究的理论和实际应用。
