Abstract
Behaviors and performance of 23 typically developing infants were assessed longitudinally at 6, 9, 12, 18, and 24months in two means-end tasks: pulling a towel or rotating a turntable to obtain a supported object. With age, infants performed more goal-directed behaviors, leading to increased problem-solving success. Intentionality emerged earlier in the towel task than in the turntable task (6.9 vs. 10.8months). Potential knowledge transfer between the tasks was first observed at 9months. This study provides insight into the development of means-end learning, the emergence of intentionality, and potential transfer of knowledge in tasks involving a similar concept (support) but requiring different modes of action for success (pulling vs. rotating).
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