Means-end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge

Iryna Babik; Andrea Baraldi Cunha; Samantha Ross; Samuel W. Logan; James C. Galloway; Michele A. Lobo

doi:10.1002/dev.21798

Means-end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge

Iryna Babik
, Andrea Baraldi Cunha
, Samantha Ross
, Samuel W. Logan
, James C. Galloway
, Michele A. Lobo

Research output: Contribution to journal › Article › peer-review

21 Scopus citations

Abstract

Behaviors and performance of 23 typically developing infants were assessed longitudinally at 6, 9, 12, 18, and 24 months in two means-end tasks: pulling a towel or rotating a turntable to obtain a supported object. With age, infants performed more goal-directed behaviors, leading to increased problem-solving success. Intentionality emerged earlier in the towel task than in the turntable task (6.9 vs. 10.8 months). Potential knowledge transfer between the tasks was first observed at 9 months. This study provides insight into the development of means-end learning, the emergence of intentionality, and potential transfer of knowledge in tasks involving a similar concept (support) but requiring different modes of action for success (pulling vs. rotating).

Original language	English
Pages (from-to)	191-202
Number of pages	12
Journal	Developmental Psychobiology
Volume	61
Issue number	2
Early online date	20 Feb 2019
DOIs	https://doi.org/10.1002/dev.21798
State	Published - Mar 2019
Externally published	Yes

Keywords

exploration
intentionality
means-end
problem solving
transfer of knowledge

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10.1002/dev.21798

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title = "Means-end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge",

abstract = "Behaviors and performance of 23 typically developing infants were assessed longitudinally at 6, 9, 12, 18, and 24 months in two means-end tasks: pulling a towel or rotating a turntable to obtain a supported object. With age, infants performed more goal-directed behaviors, leading to increased problem-solving success. Intentionality emerged earlier in the towel task than in the turntable task (6.9 vs. 10.8 months). Potential knowledge transfer between the tasks was first observed at 9 months. This study provides insight into the development of means-end learning, the emergence of intentionality, and potential transfer of knowledge in tasks involving a similar concept (support) but requiring different modes of action for success (pulling vs. rotating).",

keywords = "exploration, intentionality, means-end, problem solving, transfer of knowledge",

author = "Iryna Babik and \{Baraldi Cunha\}, Andrea and Samantha Ross and Logan, \{Samuel W.\} and Galloway, \{James C.\} and Lobo, \{Michele A.\}",

note = "Publisher Copyright: {\textcopyright} 2018 Wiley Periodicals, Inc.",

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language = "English",

volume = "61",

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AU - Babik, Iryna

AU - Baraldi Cunha, Andrea

AU - Ross, Samantha

AU - Logan, Samuel W.

AU - Galloway, James C.

AU - Lobo, Michele A.

PY - 2019/3

Y1 - 2019/3

N2 - Behaviors and performance of 23 typically developing infants were assessed longitudinally at 6, 9, 12, 18, and 24 months in two means-end tasks: pulling a towel or rotating a turntable to obtain a supported object. With age, infants performed more goal-directed behaviors, leading to increased problem-solving success. Intentionality emerged earlier in the towel task than in the turntable task (6.9 vs. 10.8 months). Potential knowledge transfer between the tasks was first observed at 9 months. This study provides insight into the development of means-end learning, the emergence of intentionality, and potential transfer of knowledge in tasks involving a similar concept (support) but requiring different modes of action for success (pulling vs. rotating).

AB - Behaviors and performance of 23 typically developing infants were assessed longitudinally at 6, 9, 12, 18, and 24 months in two means-end tasks: pulling a towel or rotating a turntable to obtain a supported object. With age, infants performed more goal-directed behaviors, leading to increased problem-solving success. Intentionality emerged earlier in the towel task than in the turntable task (6.9 vs. 10.8 months). Potential knowledge transfer between the tasks was first observed at 9 months. This study provides insight into the development of means-end learning, the emergence of intentionality, and potential transfer of knowledge in tasks involving a similar concept (support) but requiring different modes of action for success (pulling vs. rotating).

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KW - means-end

KW - problem solving

KW - transfer of knowledge

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DO - 10.1002/dev.21798

M3 - Article

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EP - 202

JO - Developmental Psychobiology

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ER -

Means-end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge

Abstract

Keywords

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