Tracking individuals via object-files: evidence from infants' manual search

By Lisa Feigenson, Susan Carey. 2003

414 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/45effff83dba53e373e67f39d197ed5e44bb9380

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In Developmental and Educational Psychology

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In Statistics and Probability

Citations in the corpus

Do humans have two systems to track beliefs and belief-like states? (2009, background): “However , after seeing four objects placed in a box , infants tended to search only once ( Feigenson & Carey , 2003 ) .”
Evolutionary and developmental foundations of human knowledge: A case study of mathematics (2004, methodology): “In a box-search method ( Feigenson & Carey, in press ), 10 and 12-month-old infants watched as two objects were placed into a box, one at a time [1+1] and then one of the objects surreptitiously removed.”
Beyond Fast Mapping (2010, background): “Even when drawing on parallel individuation alone, infants have the capacity to represent two models and compare them on the basis of 1-1 correspondence (Feigenson, 2005; Feigenson & Carey, 2003).”
Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum (2016, background): “Developmental theory suggests that infants are born with the capacity to represent number in a nonverbal manner (Feigenson & Carey, 2003; Mix, Huttenlocher, & Levine, 2002).”
Sex differences in intrinsic aptitude for mathematics and science?: a critical review. (2005, background): “By six months of age, infants represent small numbers of objects, perform simple additions and subtractions on these small-number representations, and compare one small set to another on the basis of number (Feigenson & Carey, 2003; Wynn, 1992b; see also Feigenson et al., 2004, for a review).”
One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. (2007, positive): “Additionally, infants can create working memory models of at least two sets of 3 or fewer individuals, and can compare these models on the basis of 1–1 correspondence to determine numerical equivalence or numerical order ( Feigenson & Carey, 2003, 2005; Feigenson & Halberda, 2004).”
The Routledge international handbook of dyscalculia and mathematical learning difficulties (2014, positive): “For instance, findings from manual search and ordinal choice paradigms suggest that infants can precisely represent and keep track of sets of 1, 2, and 3 objects, but not 4 objects or larger (Feigenson & Carey, 2003, 2005; Feigenson, Carey, & Hauser, 2002).”
Holistic++ Scene Understanding: Single-View 3D Holistic Scene Parsing and Human Pose Estimation With Human-Object Interaction and Physical Commonsense (2019, background): “ing occlusions [43, 20], tracking small objects even if contained by other objects [10], realizing object permanence [2], recognizing rational HOI [46, 37], understanding intuitive physic [11, 29, 1], and using exploratory play to understand the environment [42].”
Acquisition of English Number Marking: The Singular-Plural Distinction (2006, background): “Similarly, in a paradigm in which infants reach into a box for objects they cannot see, one can assess their representation of the set placed in the box by surreptitiously removing some of the objects placed there (Feigenson & Carey, 2003, 2005; Van de Walle, Carey, & Prevor, 2000).”
Consciousness and cognitive access (2008, positive): “If the number of M&Ms is one, two or three, the infant continues to reach into the container until all are removed, but if the number is more than three, infants reach into the container just once (Feigenson and Carey 2003).”