TY - JOUR
T1 - Self-directed action affects planning in tool-use tasks with toddlers
AU - Claxton, L
AU - McCarty, Michael
AU - Keen, R
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
Y1 - 2009/4
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
UR - http://www.scopus.com/inward/record.url?scp=62149137001&partnerID=8YFLogxK
U2 - 10.1016/j.infbeh.2008.12.004
DO - 10.1016/j.infbeh.2008.12.004
M3 - Article
C2 - 19185350
VL - 32
SP - 230
EP - 233
JO - Infant Behavior and Development
JF - Infant Behavior and Development
IS - 2
ER -