Journal
CHILD DEVELOPMENT
Volume 80, Issue 6, Pages 1811-1823Publisher
WILEY-BLACKWELL PUBLISHING, INC
DOI: 10.1111/j.1467-8624.2009.01369.x
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Funding
- Direct For Social, Behav & Economic Scie
- Division Of Behavioral and Cognitive Sci [0751888] Funding Source: National Science Foundation
- NICHD NIH HHS [R01 HD35849] Funding Source: Medline
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This study investigated how 4-month-old infants represent sequences: Do they track the statistical relations among specific sequence elements (e.g., AB, BC) or do they encode abstract ordinal positions (i.e., B is second)? Infants were habituated to sequences of 4 moving and sounding elements-3 of the elements varied in their ordinal position while the position of 1 target element remained invariant (e.g., ABCD, CBDA)-and then were tested for the detection of changes in the target's position. Infants detected an ordinal change only when it disrupted the statistical co-occurrence of elements but not when statistical information was controlled. It is concluded that 4-month-olds learn the order of sequence elements by tracking their statistical associations but not their invariant ordinal position.
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