cognition and development

Question 1

put forward his theory of cognitive development, he believed that children don’t know less than adults but instead just think differently and this develops over stages

Answer 1

piaget

Question 2

put 9 to12 year-olds in groups to discuss how objects move down a slope, the knowledge and understanding of the children increased after this but crucially the children came to their own unique conclusions as to why

Answer 2

howe

Question 3

showed that piaget’s questioning was flawed, when children were told a ‘naught teddy’ messed up the counters, children as young as 4 could conserve

Answer 3

mcgarrigle and donaldson

Question 4

showed that if children as young as 5 had class inclusion explained to them they could understand which contradicted piaget’s belief that children could not understand that until 7

Answer 4

siegler and svetina

Question 5

disproved egocentrism by finding out that children as young as 3 could position a doll in such a way that the policeman could not see it in mountains task

Answer 5

hughes

Question 6

agreed with piaget that children develop cognition in stages but believed this happened due to social processes, claimed knowledge is first INTERMENTAL then INTRAMENTAL

Answer 6

vygotsky

Question 7

asked a group of 4-5 year olds to guess the number of sweets in a box, initially their answers were poor but after being guided by older children their answers became more accurate

Answer 7

roazzi and bryant

Question 8

observed 45 children at 16,26,44, and 54 months old and found that as they got older their mothers used less direct intervention, this means that adult assistance is well-described by concept of scaffolding

Answer 8

conner and cross

Question 9

found that 7 year olds tutored by 10 year olds in association with whole class teaching and found that compared to a control group they performed better

Answer 9

van keer and verhaeghe

Question 10

developed the violation of expectation technique to compare babies’ reactions to an unexpected event and an expected, also suggested we have an innate Physical Reasoning System

Answer 10

baillargeon

Question 11

24 babies aged 5-6 months were shown an expected and unexpected condition, found babies looked at the unexpected condition for longer (33.07s) than the expected condition (25.11s) showed that babies understand object permanence at less than 6 months of age

Answer 11

baillargeon and graber

Question 12

disagreed with piaget’s domain general approach to development and proposed that social perspective-taking develops separately from cognitive development

Answer 12

selman

Question 13

also found that children of different ages responded in different ways and used this to create his levels of perspective taking

Answer 13

selman

Question 14

observed child-parent interactions and in shops when parents refused to buy thing the child wants and found a negative correlation between age or perspective-taking and coercive behaviour, suggests a relationship between healthy social behaviour and perspective taking

Answer 14

buijzen and valkenburg

Question 15

found that bullies displayed no difficulties in perspective taking, sometimes scoring even higher than victims, suggests that perspective taking is not a key element in healthy social development

Answer 15

gasser and keller

Question 16

found a cultural difference in children’s perspective-taking abilities, compared american and chinese children

Answer 16

wu and keysar

Question 17

tested theory of mind in toddlers by showing them two conditions, one where the adult struggled, and one where the adult completed the task successfully, both conditions showed the children successfully performing the task

Answer 17

meltzoff

Question 18

told 3-4 year olds a story in which maxi put his chocolate in the blue cupboard then his mother put it in the green cupboard, when asked where maxi should look most 3 year olds said blue while most 4 yr old said green, suggests theory of mind develops around 4

Answer 18

wimmer and perner

Question 19

used the sally-anne task to suggest children with autism have a broken theory of mind

Answer 19

baron-cohen

Question 20

suggests that false belief task require other cognitive abilities and so failure may be to do with memory and not theory of mind

Answer 20

bloom and german

Question 21

suggested that theory of mind develops alongside other cognitive abilities, largely as a result of maturity

Answer 21

perner

Question 22

suggested that instead theory of mind develops from interactions with other people, means that rate of development is modified by the environment

Answer 22

astington and liu

Question 23

noted that the same neurons in a monkey’s motor cortext became activated when monkeys observed a researcher reaching for his food and when the monkey reached for food itself

Answer 23

rizzolati

Question 24

suggested that mirror neurons respond not just to observed actions but also to intentions behind behaviour

Answer 24

gallese and goldman

Question 25

suggested that mirror neurons shaped human evolution, in particular how we evolved as a social species

Answer 25

ramachandran

Question 26

deostrated that using brain scans that Brodmann’s area 9 is involved in human empathy using contagious yawning as an example

Answer 26

haker

Question 27

reported that the pars opercularis had a smaller-than-average thickness in people with autism, brain scans also lower levels of activity compared to neurotypicals

Answer 27

hadjikhani

Question 28

questioned the reliability of hadjikhani’s study due to the review of 25 studies and found that evidence in area was inconsistence

Answer 28

hamilton

Question 29

found that monkeys’ motor cortex fired according to the position and angle from which actions were shown, giving more evidence that perspective taking was encoded by mirror neurons

Answer 29

maranesi

Question 30

concluded that there was weak evidence linking mirror neurons to social cognition in humans

Answer 30

bekkali