Self-directed action affects planning in tool-use tasks with toddlers

Laura J. Claxton; Michael E. McCarty; Rachel Keen

doi:10.1016/j.infbeh.2008.12.004

Self-directed action affects planning in tool-use tasks with toddlers

Laura J. Claxton, Michael E. McCarty, Rachel Keen

Human Development and Family Studies

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

28 Scopus citations

Abstract

Toddlers grasp a tool more effectively when it is self-directed (e.g., spoon) than other-directed (e.g., hammer), possibly because the consequences of self-directed actions are more obvious. When the negative consequences of an inefficient grip were made equally salient, the self-directed versus other-directed differences remained.

Original language	English
Pages (from-to)	230-233
Number of pages	4
Journal	Infant Behavior and Development
Volume	32
Issue number	2
DOIs	https://doi.org/10.1016/j.infbeh.2008.12.004
State	Published - Apr 2009

Keywords

Externally directed action
Goal-directed behaviors
Planning
Problem-solving
Self-directed action
Tool use

Access to Document

10.1016/j.infbeh.2008.12.004

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