Cognition and Motivation in Early Infancy

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Abstract
The problem to what extent cognition and motivation in early infancy can be identified as two separate processes in operation is discussed. Based on published literature and previous research, it is pointed out that traditionally cognitive behaviour has been looked upon in isolation from other aspects of infant functioning. By referring to White (1959) and selected aspects of Piaget’s (1952) and Hunt’s (1965) theories, it is exemplified that there seems to be a continuous interaction between cognition and motivation, and it is suggested that the two processes cannot be clearly distinguished from each other. This conclusion is assumed to have implications for the identification of critical factors in cognitive development, the arrangement of research projects, and the development and use of assessment scales.

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