Event-mapping tasks: investigating the effects of prior information and event complexity on performance

Abstract

Infants younger than 11.5 months typically fail in event-mapping tasks with complex event sequences, yet succeed when the event sequences are made very simple and brief. The present research explored whether younger infants might succeed at mapping complex event sequences if infants were given information to help them organize and structure the event. Three experiments were conducted with 7.5-month-olds. In all of the experiments, the infants were shown a two-phase test event. In the first phase, infants saw a box–ball occlusion sequence in which the objects emerged at least once to each side of the screen, reversing direction each time to return behind the screen. In the second phase, infants saw a one-ball display. Prior to the test trials, infants were shown an “outline” of the test event that contained the basic components of the event. The experiments varied in (a) the kind of information included in the event outline and (b) the complexity of the box–ball test sequence (i.e., the number of object reversals). The results revealed that the 7.5-month-olds benefitted from viewing an event outline, although the performance of the males was more robust than the females. These results add to a growing body of research indicating that young infants can succeed on event-mapping tasks under more supportive conditions and provide insight into why event mapping is such a difficult task for young infants.