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Infants first watched functional demonstrations of two tools (Experiment 1: a masher and tongs; Experiment 2: a marker and a knife). Then tools were alternately revealed from behind a screen with either different-objects or same-object outcomes. In the different-objects condition, infants looked longer, and the effect disappeared with similar non-functional actions, supporting early category-based individuation and identity tracking.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/four-month-old-infants-individuate-and-track-simple-tools-following-functional-demonstrations-research-paper/146755/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/four-month-old-infants-individuate-and-track-simple-tools-following-functional-demonstrations-research-paper/146755.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-17","2026-08-26",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main question of the study?","Question",{"text":112,"@type":113},"Whether 4-month-old infants can use categorical information formed from functional demonstrations to individuate and track objects when only one object is revealed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the experiments structured?",{"text":117,"@type":113},"Infants watched functional demonstrations of two different tools, and then the tools were brought out alternately behind a screen. Afterward, the screen was lowered to reveal either only one tool in a different-objects or same-object condition.",{"name":119,"@type":110,"acceptedAnswer":120},"What determined whether infants detected a violation?",{"text":121,"@type":113},"Infants reliably showed longer looking in the different-objects condition when demonstrations involved functional actions, but this effect was eliminated when demonstrations involved similar non-functional actions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},146755,1787750004,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","DOI: 10. 1111/desc.12500  \nPAPER  \nFour-month-old infants individuate and track simple tools following functional demonstrations  \nMaayan Stavans | Renée Baillargeon  \nDepartment of Psychology, University of Illinois, Champaign, Illinois, USA  \nCorrespondence  \nMaayan Stavans, Department of Psychology, University of Illinois, 603 E. Daniel St., Champaign, IL 61820, USA.  \nEmail: [stavans2@illinois.edu](stavans2@illinois.edu)  \nFunding information  \nNIEHS, Grant/Award Number: P20  \nES018163 and 1P01ES022848; USEPA, Grant/Award Number: RD83459301 and RD835434010  \nAbstract  \nTwo experiments examined whether 4-month-olds (n = 120) who were induced to assign two objects to different categories would then be able to take advantage of these contrastive categorical encodings to individuate and track the objects. In each experiment, infants first watched functional demonstrations of two tools, a masher and tongs (Experiment 1) or a marker and a knife (Experiment 2) . Next, half the infants saw the two tools brought out alternately from behind a screen, which was then lowered to reveal only one of the tools (different-objects condition); the other infants saw similar events except that the same tool was shown on either side of the screen (sameobject condition) . In both experiments, infants in the different-objects condition looked reliably longer than those in the same-object condition, and this effect was eliminated if the demonstrations involved similar but non-functional actions. Together, these results indicate that infants (a) were led by the functional demonstrations they observed to assign the two tools to distinct categories,(b) recruited these categorical encodings to individuate and track the tools, and hence (c) detected a violation in the different-objects condition when the screen was lowered to reveal only one tool. Categorical information thus plays a privileged role in individuation and identity tracking from a very young age.  \nRESEARCH HIGHLIGHTS  \n• We examined whether 4-month-olds could use categorical information to individuate and track objects.  \n• Infants first saw either functional or non-functional demonstrations for two different tools. Next, the tools were brought out alternately from behind a screen, which was then lowered to reveal only oneof the tools. Infants who had seen functional demonstrations de  \ntected this violation, suggesting that they (a) assigned the two tools to distinct categories and (b) recruited these categorical encodingsto individuate and track the tools.  \n• These results indicate that the privileged status of categorical information in individuation and identity tracking can be discerned from a very early age and as such constitutes a fundamental property of the cognitive architecture that supports these abilities.  \n1 | INTRODUCTION  \nImagine the following event sequence: an experimenter reaches into a large box, lifts a square yellow cracker above the center of the box, returns the cracker to the box, and then repeats these actions with around red candy. If the experimenter then upended the box, adults would expect two objects to fall out, a square yellow cracker and around red candy. This expectation would depend on at least three abilities: (a) individuation, the ability to determine that two objects were in the box; (b) identity tracking, the ability to track these objects across events and hence predict that two objects would fall out of the box; and (c) re-identification, the ability to specify what features these objects would have. Developmental research has shown that each of these abilities can pose difficulties for infants: Under certain conditions, infants fail to correctly individuate objects, they fail to correctly track objects from event to event, and they have limited expectations  \nDevelopmental Science 2016; 1–14 [wileyonlinelibrary.com/journal/desc](wileyonlinelibrary.com/journal/desc) © 2016 John Wiley & Sons Ltd | 1  \n2  \nMaayan StavanS and Renée BaillaRgeon  ","cbCailnAzfsoBJqT","https://ap.wps.com/l/cbCailnAzfsoBJqT","pdf",785748,13,"English","# Abstract\n# Research Highlights\n# Introduction\n## Prior findings","[{\"question\":\"What was the main question of the study?\",\"answer\":\"Whether 4-month-old infants can use categorical information formed from functional demonstrations to individuate and track objects when only one object is revealed.\"},{\"question\":\"How were the experiments structured?\",\"answer\":\"Infants watched functional demonstrations of two different tools, and then the tools were brought out alternately behind a screen. Afterward, the screen was lowered to reveal either only one tool in a different-objects or same-object condition.\"},{\"question\":\"What determined whether infants detected a violation?\",\"answer\":\"Infants reliably showed longer looking in the different-objects condition when demonstrations involved functional actions, but this effect was eliminated when demonstrations involved similar non-functional actions.\"}]","Four-month-old infants individuate and track simple tools following functional demonstrations - Research paper | PDF",33]