, 1986; Walden & Kim, 2005). This suggests that infants are visually referencing the adult with the appropriate advice and information pertaining to the visual stimulus or event at hand, rather than seeking emotional or physical comfort. The observed increase in vocalizations accompanying the greater number of manual gestures toward the impossible cube may also be interpreted as the preverbal infants’ means of communicating their interest in such a novel and unusual visual display. Recent work examining the spectral frequency of infants’ babbling and utterances has shown that vocalizations may serve as a communicative mechanism

co-occurring with pointing and reaching gestures, which together may convey meaning among preverbal infants (Bernardis et al., 2008). In addition to referencing the two adults in the Adriamycin cost test room, infants may have been trying to communicate learn more their interest or curiosity in the depicted images. Interestingly, we also observed mouthing in some of the infants as an exploratory behavior that occurred

only with the impossible cube display. In addition to haptic exploration, infants between the ages of 6 and 9 months also rely on their mouths as a primary means of exploring the distinct features of objects, such as texture and shape (Ruff, 1984), although this particular behavior tends to wane by the end of the first year as infants expand their repertoire of manual exploration skills (McCall, 1974; Ruff, 1984). In addition to the increased manual exploration efforts among these infants, some also employed mouthing as a final means of determining what the object might be. In our study, infants were more persistent in focusing their exploration and reaching activity on the impossible cube, and this was directly affected by the perception of the incompatible depth relations in the display. Other researchers have also shown that these types of manual exploration activities are purposeful

in ascertaining features, properties, Selleckchem Rucaparib and functions of surfaces and objects, rather than random, haphazard, and indiscriminate motions (Bourgeois et al., 2005; Palmer, 1989; Ruff, 1984). As infants’ fine motor skills improve toward the end of the first year, there is progressive increase in coordinated action and haptic exploration of objects, which simultaneously complements and enhances visual and other sensory input (McCall, 1974; Palmer, 1989). Indeed, the manual action system was directly affected by the depiction of an impossible object. We observed differences in a variety of “whole body” behaviors ranging from more persistent manual gestures to increased social referencing, mouthing, and vocalizations toward the picture of an impossible cube.