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A good kid from a small kid

A good kid from a small kid

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Dear parents, attention! According to the latest research, the more children play with food in the diet, the more they learn.

Researchers at the University of Iowa a Developmental Science For their study published in the magazine, we examined how 16-month-old children learn the names of non-solid objects such as porridge or glue. Earlier research has shown that young children can more easily learn the names of solid objects because they are easier to recognize because of their constant size and shape. However, liquid, sticky, sloppy average objects are not so easy to identify. Recent research shows that this changes when children are placed in a well-known environment, for example, when something is being ingested. In these cases, the effectiveness of learning improves because children of this age tend to see non-solid objects in this context, explained Larissa Samuelson, a psychologist at the university. "If you expose them to these items while sitting in their diets, they will perform better. Be aware of the environment that helped them remember and use their previous knowledge of non-solid objects," Samuels said.

In experiments, university researchers, led by Samuelson, exposed 16-month-olds to 14 non-solid items, mainly foods and beverages such as apple sauce, pudding, fruit juices and soup. After showing them the objects, the researchers said fictitious words like "dax" and "ki".
A minute later, they asked the children to identify the same foods in other sizes and shapes. For the task, the children did not have to know the shape and size, but also had to try out their size in order to find out what the subject is and to give it a proper name.
Unsurprisingly, many small children will gladly engage themselves in the task by rummaging, groping, tasting, and - back - throwing non-solid objects to find out what they are and guessing the right one. The research showed that those who "played" most of the food could best name the dishes. Researchers believe the task suggests that children's behavior, environment (or location), and experimentation facilitate early depression. This study, in turn, is related to better cognitive development and function in older age.