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

35 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

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10.1016/j.infbeh.2008.12.004

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title = "Self-directed action affects planning in tool-use tasks with toddlers",

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.",

keywords = "Externally directed action, Goal-directed behaviors, Planning, Problem-solving, Self-directed action, Tool use",

author = "Claxton, {Laura J.} and McCarty, {Michael E.} and Rachel Keen",

note = "Funding Information: We thank Jennifer Berry for her help in coding data. This research was supported by the National Institutes of Health grant HD27714 to Rachel Keen (formerly Rachel K. Clifton). This research was conducted when all three authors were at University of Massachusetts at Amherst. A fuller report of this study can be provided upon request.",

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AU - McCarty, Michael E.

AU - Keen, Rachel

N1 - Funding Information: We thank Jennifer Berry for her help in coding data. This research was supported by the National Institutes of Health grant HD27714 to Rachel Keen (formerly Rachel K. Clifton). This research was conducted when all three authors were at University of Massachusetts at Amherst. A fuller report of this study can be provided upon request.

PY - 2009/4

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N2 - 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.

AB - 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.

KW - Externally directed action

KW - Goal-directed behaviors

KW - Planning

KW - Problem-solving

KW - Self-directed action

KW - Tool use

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JO - Infant Behavior and Development

JF - Infant Behavior and Development

SN - 0163-6383

IS - 2

ER -

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

Abstract

Keywords

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