Subjective constancy (perceptual constancy)
Subjective constancy, also known as perceptual constancy or object permanence, refers to the cognitive ability to understand that objects continue to exist even when they are not visible. This concept is particularly significant in the context of child development, as it marks a key milestone in an individual's growing intelligence. Traditionally, it has been believed that infants lack this ability, leading to the assumption that they perceive the world differently than older children and adults. Through developmental stages outlined by theorist Jean Piaget, subjective constancy is thought to emerge during the sensorimotor phase, which lasts from birth to around two years of age.
As infants grow, they begin to form mental images of objects, realizing that these objects exist independently of their immediate sensory experiences. Early activities, such as playing peek-a-boo, are commonly used by parents to help children grasp this concept by illustrating that people and objects are still present, even when out of sight. Some contemporary researchers challenge Piaget's timeline, suggesting that signs of object permanence may appear earlier in infancy than previously thought. They argue that infants might exhibit cognitive recognition of hidden objects but may not physically search for them due to factors like physical coordination or interest. Understanding subjective constancy and its development can provide insights into cognitive growth and emotional responses in young children, such as separation anxiety.
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Subjective constancy (perceptual constancy)
Subjective consistency, also called object permanence and perceptual consistency, refers to the ability to recognize that objects exist outside of someone’s field of vision. It is commonly believed to be lacking in infants and is used as a hallmark of intelligence. In order to develop subjective consistency, an individual must have the ability to mentally picture objects, as well as the ability to remember experiences with objects. Some parents attempt to teach their children about object permanence by playing games such as peek-a-boo.
Traditional views on infant development state that object permanence develops during the end of the sensorimotor stage; however, some modern researchers theorize that object permanence may develop earlier. These researchers offer an alternative explanation for why very young infants do not seem to display evidence of object permanence.
Background
Subjective consistency theory was developed in the mid-twentieth century as part of Jean Piaget’s theory of cognitive development. Piaget was a Swiss scientist who is famous for studying the developmental cycle of children. Piaget observed his younger family members as they grew, and was inspired to begin researching cognitive abilities and how they develop throughout an individual’s lifetime. He proposed that intelligence was not a characteristic defined at birth, but something that grew and evolved throughout an individual’s lifetime.
According to Piaget, intelligence tends to move through four stages: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage. During each stage, children gradually learn to process information in new ways. Changing stages is often the result of significant personal growth. The first stage, the sensorimotor stage, begins at birth and usually lasts for about two years. During this stage, children learn about the world through basic interactions, such as listening, grasping, and looking. Infants begin to learn that they can use their bodies to manipulate the world around them. They also begin to develop a sense of self by learning that they are distinctly different from the rest of the world.
After the sensorimotor stage, children enter the preoperational stage. This stage tends to last from age two to age seven, during which time children typically learn to speak. They begin to think using symbols, but still struggle with abstract thought. They may also struggle to see things from perspectives other than their own. Once a child progresses through the preoperational stage, they enter the concrete operational stage. Children in the concrete operational stage begin to use inductive reasoning, and rapidly advance their logical thinking skills. They also become less egocentric and begin to acknowledge that other people might have different perspectives on specific problems.
The concrete operational phase usually ends about age twelve. At that point, children tend to pass into the formal operational stage. They become adolescents and begin to display abstract thought patterns. Adolescents begin to think of moral, philosophical, and political issues during this time. They also begin to utilize deductive logic.
Overview
Subjective consistency, or object permanence, is considered a milestone in the development of intelligence. It refers to a being’s realization that the world exists outside of their individual perception. Once object permanence is developed, children are able to discern that objects exist whether or not they are directly being observed. Before this realization takes places, infants assume that any object removed from their view has disappeared forever.
According to many researchers, the development of object permanency may result in significant behavioral changes in children. Children may no longer fear or lash out when a favored person or object leaves their view. The children understand that the object or person still exists and will return to be interacted with at a later time.
Piaget believed that subjective consistency develops during infancy. From birth to one month of age, the earliest part of the sensorimotor stage, infants interact with the world through reflex. They put very little thought into their actions and lack a sense of object permanence. During the period between one month and four months of age, babies will begin to repeat actions that they sometimes find pleasurable. However, they do not often intentionally seek out pleasurable actions. After children reach one year of age, they begin performing trial-and-error tests on their environments. By two years of age, representational thought begins to emerge. This means that children begin to form the ability to picture the world around them. When this ability emerges, true object permanence begins to develop. When children first become able to create a mental image of an object, it becomes possible for them to imagine objects existing outside of their sensory experience.
Some modern researchers argue that Piaget consistently underestimated the mental capacity of children. They believe that his stages of mental development are too slow, and that children and infants understand more than his theories proposed. Some researchers, utilizing different methods than Piaget, have been able to demonstrate that some four-month-old children exhibit signs of object permanence. The children give cues that have been interpreted as a recognition that objects outside their field of vision continue to exist. In other cases, researchers argue that there may be other reasons that infants typically fail to search for objects outside their field of vision. For example, they may lack the physical coordination to look for the object, or were disinterested in the object itself.
Subjective consistency is commonly taught to children through games. One common method of teaching object permanence is peek-a-boo. During this time, parents repeatedly cover and uncover their face, helping their child realize that the parents exist regardless of whether they are in the child’s field of view. In other circumstances, parents repeatedly hide and uncover a favorite toy, or play hide-and-seek. Some researchers believe these games help reduce separation anxiety.
Bibliography
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