Clever eyes and stupid hands:
Current thoughts on why dissociations of apparent knowledge occur on solidity tasks
The authors in this chapter outline some of the major theoretical standpoints why dissociations between different measures occur in developing populations. Core knowledge regarding the solidity of objects is discussed in this chapter. The competence-performance distinction rose to prominence in infant cognitive development research. Piaget pioneered the behavioral response approach as a barometer of underlying conceptual mechanisms in infants; however, the gap in this approach has led to the question of competence-performance distinction. Spelke concluded that infants applied constraints to their reasoning as core knowledge upon which further learning about objects was built. These studies show that infants cannot only represent hidden objects long before they are acting on them in Piaget's search experiments, but also have a range of sophisticated expectations about the properties of those objects while out of sight.
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