This research was supported by the National Institutes of Health Grant R01-HD40432. Portions of this work were presented at the 2006 meeting of the Vision Sciences Society, Sarasota, FL, and the 2006 International Conference on Infant Studies, Kyoto, Japan. We gratefully acknowledge the infants and parents who participated in the studies. We also thank Juliet Davidow, Melissa Rozon, and Lauren Clepper for their help in recruiting infant participants, and we thank Holly Hamilton and Alissa Gaughan for their assistance with reliability coding.
Development of Three-Dimensional Object Completion in Infancy
Version of Record online: 15 SEP 2008
© 2008, Copyright the Author(s); Journal Compilation © 2008, Society for Research in Child Development, Inc.
Volume 79, Issue 5, pages 1230–1236, September/October 2008
How to Cite
Soska, K. C. and Johnson, S. P. (2008), Development of Three-Dimensional Object Completion in Infancy. Child Development, 79: 1230–1236. doi: 10.1111/j.1467-8624.2008.01185.x
- Issue online: 15 SEP 2008
- Version of Record online: 15 SEP 2008
Three-dimensional (3D) object completion was investigated by habituating 4- and 6-month-old infants (n= 24 total) with a computer-generated wedge stimulus that pivoted 15°, providing only a limited view. Two displays, rotating 360°, were then shown: a complete, solid volume and an incomplete, hollow form composed only of the sides seen during habituation. There were no reliable preferences for either test display by 4-month-olds. At 6 months, infants showed a reliable novelty preference for the incomplete test display. Infants in a control group (n= 24) not habituated to the limited-view wedge preferred neither test display. By 6 months, infants may represent simple objects as complete in 3D space despite a limited perspective. Possible mechanisms of development of 3D object completion are discussed.