Cd Week 7

Question 0

End of infant cognition,

Answer 0

Height and inclusion, containment, covering and tubes.

Storing height, not using it when inside anothe one.

Question 1

At 8 months, can tell sequence of words and statistical probability of which ones fit to plethora?

Answer 1

Context dependant and independant issue, shows that both are imp.

Question 2

Selective use of info from representation,

Baillerfeon again,

Answer 2

Did not use looking time in this exp.
short and tall container and frog, one then two legs showing prob. Container 7.5m
Another version, just screens, barrier, 4.5m

Test edp 4.5-7 and 7-8.5

Confirm, all kids reach for tall, older slightly less, 100 vs 75. No one reaching for short one, for barrier condition
For container condition, many go for smaller container, more do not reach at all. Definitely not going for tall one.

This all shows using different measure get same type of results. Reliability is good. But now why is this so?

Question 3

Who do kids fail to use height info?

Answer 3

Prime height and covering,
Do barrier show first, place object behind, then in container,

8m, plain covering, no result look equally.
Try teach height, showing barrier first then. Cover.
Look long disappear at small one.

Means know should not stick out, and are clearly using hiehgt info.
Short term effect, PRIMING EFFECT,

Question 4

Any lasting effect of using height info. Tested at 9m, using covering teaching

Answer 4

Relative hiehgt imp. When covering.

Method
Pairs of coves, teCh, see does not cover.
3 pairs of covers, and 3 different objects, tall short, and object
Then do test using newd covers and object, this time it’s magical.
Look at small longer!
Can teach height. Can make comparison between height,

Did another experiment getting rid of comparing.
Then they look equally, so very imp. Aspect.

Outcomes differ, sticking out aspect, means kids pick this up, use info
Test using smaller object, outcome always full covering.
Also messes them up, equal pref.

Does not make kids question withy are things happening, with outcome and comparison taken away.l

Also did, take away ability to answer why object is covered, full and partial covering, show containers are partially filled. In training inside hollow thoughts, can see it, cuz, messes them up. Look equally.

Can conclude, kids, use compariosn of height and outcomes and hollowness in combination to compare objects,

Question 5

Bernard study, not using height,

Answer 5

Learn when it is orange it stays, orange things Re heavy, and therefore it stays,
Suprixing when blue stays on, so learn patter at 24 months.
Do they think it is because orange is heavy, use a different color,

Pick up, 
Or 
Use sea saw! 
Pillow smooth down, 
Orange sink, or blink sink seen
 Blue sink, kids look longer. 

Suggestive kiss think that orange should sink. Towards thinking heavy,

Last test was picking up, no more looking pattern used.
Choice boxes see which pick up, pick up blue more,
Prefer light over heavy

Conclude, reasoning about physical world.
Kids, represent height in some event not other, representation or use is selective.

How is ithp that they are learning about patterns on world, and are they building a story? Think kids make inference orange is heavy.

Question 6

audio demos,

Q

Answer 6

1 a steady drip worse drench rain, sine wave speech.
Sine speech and regular human speech.
2. Synthesized speech, continuum, ba oak cut different place.
3. Saffron experiment. Radom order synthesize

Question 7

Werker 2007

Answer 7

Are kids born bias attention to speech, pay attention. Yes.
Newborns, sucking choice of sounds, sine vs speech,
Prefer speech,
Filtered speech, above above, preferred neither,

Demonstrates probable biological effect. Preference for speech.
Preference not due to learning!

Question 8

What else do they know about language when born

Answer 8

Might not extract preference, bc biological, but other things take experience,
Nazzi, different languages sound different, can kids distinguish?
Yes,
Fej languages, different patterns,
French, syllables equal timing, English, pattern, uses stress time. Japanese mora timed, unclear
Prefer native language but also distinguish between English and Japanese, so not equal. Prefer English. Not sure why,

Don’t distinguish b English from am eng,

Different rhythm classes newborns distinguish,

Question 9

Jazz I, z5 month olds languages

American kids this time.

Answer 9

Distinguish bet. B eng, j,
Italian, j,

Cannot do italian vs Spanish.
B eng, Dutch, and American eng, distinguish,

Within own class, can do it,
Rely on stress time,
Same syllable time in non native language cannot discriminate,