Foreign studies concerning development in infancy of the object permanence concept (OPC) are reviewed. Seve al lines in the study of this problem (first outlined by J. Piaget) can be established: (I) testing the reliability and validity of the OPC study methods suggested by Piaget; (2) looking for the "minimal age" when it is possible to reveal the OPC in a child, and establishing those features of an object which make it seem permanent; (3) study of children's behavior when an object suddenly disappears from the visual field and is substituted by another one; (4) study of the psychological mechanism of the so-called "localization error"; (5) establishing general dynamics of the OPC in children from birth to the age of two years; (6) elaboration of computerized models of the OPC development. The review is concluded with a brief summary of the researches and an outline of the present-day state of the problem.