Stage 6 Object-Concept and Representation

Author(s):  
Francesco Natale ◽  
Francesco Antinucci
Keyword(s):  
Perception ◽  
1982 ◽  
Vol 11 (5) ◽  
pp. 577-588 ◽  
Author(s):  
Irene Neilson

Traditional explanations of the infant's difficulty in the stage III, IV, and V object-concept tasks have centred on the fact that the object is made to disappear. It is argued that this emphasis is mistaken. Two experiments are reported which demonstrate that infants continue to have difficulty in these tasks when tested with transparent occluders. The implications of these findings for alternative explanations of the infant's difficulty in the stage III, IV, and V tasks are considered.


1986 ◽  
Vol 13 (1) ◽  
pp. 67-83 ◽  
Author(s):  
Gail Ross ◽  
Katherine Nelson ◽  
Harriet Wetstone ◽  
Ellen Tanouye

ABSTRACTTwenty-month-old children learned to recognize nonsense labels for five novel object concepts and were tested on generalization to variants of these concepts. Children were presented with either one or three examples of each object type during learning sessions. Results showed that receptive learning of names for object concepts was significantly related to a number of possible manipulations specific to each object type and to labelling by children. Children's generalization choices were consistent with adults' ranking of similarity of variants to concept prototypes. Children who learned less well were more likely to generalize to new instances of an object concept and to a greater number of variants if they had been exposed to three rather than one example during training sessions. Results also support the hypothesis that differentiation of objects in interaction is important to the formation of an object concept at this age.


2001 ◽  
Vol 24 (1) ◽  
pp. 63-65 ◽  
Author(s):  
J. E. R. Staddon ◽  
A. Machado ◽  
O. Lourenço

The “A-not-B” error is consistent with an old memory principle, Jost's Law. Quantitative properties of the effect can be explained by a dynamic model for habituation that is also consistent with Jost. Piaget was well aware of the resemblance between adult memory errors and the “A-not-B” effect and, contrary to their assertions, Thelen et al.'s analysis of the object concept is much the same as his, though couched in different language.


2019 ◽  
Vol 11 (19) ◽  
pp. 5357 ◽  
Author(s):  
Feldhoff ◽  
Stockmann ◽  
Fanderl ◽  
Gahle ◽  
Graf ◽  
...  

Knowledge integration is a major challenge of interdisciplinary research. Substantially different stocks of knowledge based on different scientific backgrounds, uses of language, methodologies, and epistemologies must be integrated into the research process. Addressing this challenge, this paper exemplifies the process of interdisciplinary knowledge integration drawing on the example of the junior research group DynaMo—Mobility-Energy Dynamics in Urban Areas that deals with the sustainable transformation of urban mobility systems. This paper shows how we apply the boundary object concept in combination with the method of Constellation Analysis as vehicles for interdisciplinary knowledge integration. By innovatively combining the boundary object concept with Constellation Analysis we a) suggest a self-reflective tool for structuring the process of knowledge integration and b) further operationalize the boundary object with the help of core concepts. The approach is illustrated with the boundary object sustainable transformation of urban passenger mobility used by DynaMo. In doing so, the paper aims to add an instrument to the toolkit of inter- and transdisciplinary research and offers practical knowledge for its application.


Author(s):  
Shohei AKIMOTO ◽  
Masahito FUKUDA ◽  
Tomokazu TAKAHASHI ◽  
Masato SUZUKI ◽  
Yasuhiko ARAI ◽  
...  

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