Facilitating Problem-Solving Performance Among 9-and 12-Month-Old Infants

The efficiency of infants' actions was observed as they picked up and used food-laden spoons that varied in orientation. Two interventions were designed to facilitate efficient action beyond when infants were presented with one spoon in alternating orientations: one spoon was presented in the same orientation for several consecutive trials to help the child use feedback from the previous trial, and two spoons were presented in different orientations to emphasize the effect of the spoon's orientation on performance. These interventions were given separately, and combined, to groups of 9- and 12-month-old infants. Performance was facilitated among 12-month-olds when one spoon was presented several times in the same orientation. The short-term facilitation of performance was limited both by developmental factors and by the type of intervention introduced.