The acquisition of gone and the development of the object concept

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Abstract
The relationship between the acquisition of gone and the development of the object concept is investigated. Children acquire gone at the same time that they solve serial invisible displacement tasks, in a transitional period in the development of the object concept. According to a ‘neo-piagetian’ account of the object concept, children move from using specific rules to predict the reappearance of objects, to using a general theory of object movements during this period. The children's uses of gone suggest that gone encodes the fact that the child does not perceive an existing object. This concept is an essential component of the new theory of objects developed in this period. Children seem to acquire gone when they are in the midst of developing the concept that gone encodes, which may explain why they acquire the word in this period. In this case, conceptual development does not precede semantic development; rather, conceptual and semantic development appear to proceed simultaneously.

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