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The process of learning the designed actions of toys. | LitMetric

The process of learning the designed actions of toys.

J Exp Child Psychol

Department of Psychology, New York University, New York, NY 10003, USA. Electronic address:

Published: September 2022

AI Article Synopsis

  • The study investigates how children aged 12 to 60 months learn to use toys, specifically Duplo bricks, similarly to how they learn to use everyday adult objects with hidden affordances, like water bottles and zippers.
  • Results show a consistent three-step developmental progression in children, moving from exploratory actions to successful use of designed actions, regardless of the type of object.
  • Factors such as the transparency of actions, availability of sensory feedback, and the complexity of motor skills affect how quickly children progress through these learning steps.

Article Abstract

Many everyday objects require "hidden" affordances to use as designed (e.g., twist open a water bottle). Previous work found a reliable developmental progression in children's learning of designed actions with adult objects such as containers and zippers-from non-designed exploratory actions, to the basics of the designed action, to successful implementation. Many objects designed for children (e.g., toys) also entail designed actions (e.g., interlocking bricks) but might not require a protracted period of discovery and implementation. We encouraged 12- to 60-month-old children (n = 91) and a comparative sample of 20 adults to play with six Duplo bricks to test whether the developmental progression identified for children's learning of adult objects with hidden affordances holds for a popular toy expressly designed for children. We also examined whether children's moment-to-moment behaviors with Duplo bricks inform on general processes involved in discovery and implementation of hidden affordances. With age, children progressed from non-designed exploratory actions, to attempts to interlock, to success, suggesting that the three-step developmental progression revealed with everyday adult objects broadly applies to learning hidden affordances regardless of object type. Detailing the process of learning (the type and timing of children's non-designed actions and attempts to interlock) revealed that the degree of lag between steps of the progression depends on the transparency of the required actions, the availability of perceptual feedback, and the difficulty of the perceptual-motor requirements. Findings provide insights into factors that help or hinder learning of hidden affordances.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9187609PMC
http://dx.doi.org/10.1016/j.jecp.2022.105442DOI Listing

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