The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.Preyer, William T.
Science
The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.
Preyer, William T.
Child development; Child psychology
Long before the thirtieth week, healthy children distinguish human faces
definitely from one another; first, the faces of the mother and the
nurse, then the face of the father, seen less often; and all three of
these from every strange face. Probably faces are the first thing
frequently perceived clearly by the eye. It has been found surprising
that infants so much earlier recognize human faces and forms, and follow
them with the gaze, than they do other objects. But human forms and
faces, being large, moving objects, awaken interest more than other
objects do; and on account of the manner of their movements, and because
they are the source from which the voice issues, are essentially
different from other objects in the field of vision. "In these movements
they are also characterized as a coherent whole, and the face, as a
whitish-reddish patch with the two sparkling eyes, is always a part of
this image that will be easy to recognize, even for one who has seen it
but a few times" (Helmholtz).
Hence the memory for faces is established earlier than that for other
visual impressions, and with this the ability to recognize members of
the family. A little girl, who does not speak at all, looks at pictures
with considerable interest in the seventh month, "and points meantime
with her little forefinger to the heads of the human figures" (Frau von
Struempell).
My child in the second month could already localize the face and voice
of his mother, but the so-called knowing ("Erkennen") is a recognition
(Wiedererkennen) which presupposes a very firm _association of the
memory-images_. This fundamental function attached to the memory can
have but a slow development, because it demands an accumulation of
memory-images and precision in them.
In the second three months it is so far developed, at least, that
strange faces are at once known as strange, and are distinguished from
those of parents and nurse; for they excite astonishment or fear
(crying) while the faces of the latter do not. But the latter, if
absent, are not yet, at this period, missed by most children. Hence it
is worthy of note that a girl in her twelfth month recognized her
nurse after six days' absence, immediately, "with sobs of joy," as the
mother reports (Frau von Struempell); another recognized her father,
after a separation of four days, even in the tenth month (Lindner).
Public-domain text, read in full here on John Shaqi.
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