cognition and development Flashcards
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
piaget
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
howe
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
mcgarrigle and donaldson
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
siegler and svetina
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
hughes
agreed with piaget that children develop cognition in stages but believed this happened due to social processes, claimed knowledge is first INTERMENTAL then INTRAMENTAL
vygotsky
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
roazzi and bryant
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
conner and cross
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
van keer and verhaeghe
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
baillargeon
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
baillargeon and graber
disagreed with piaget’s domain general approach to development and proposed that social perspective-taking develops separately from cognitive development
selman
also found that children of different ages responded in different ways and used this to create his levels of perspective taking
selman
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
buijzen and valkenburg
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
gasser and keller
found a cultural difference in children’s perspective-taking abilities, compared american and chinese children
wu and keysar
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
meltzoff
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
wimmer and perner
used the sally-anne task to suggest children with autism have a broken theory of mind
baron-cohen
suggests that false belief task require other cognitive abilities and so failure may be to do with memory and not theory of mind
bloom and german
suggested that theory of mind develops alongside other cognitive abilities, largely as a result of maturity
perner
suggested that instead theory of mind develops from interactions with other people, means that rate of development is modified by the environment
astington and liu
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
rizzolati
suggested that mirror neurons respond not just to observed actions but also to intentions behind behaviour
gallese and goldman
suggested that mirror neurons shaped human evolution, in particular how we evolved as a social species
ramachandran
deostrated that using brain scans that Brodmann’s area 9 is involved in human empathy using contagious yawning as an example
haker
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
hadjikhani
questioned the reliability of hadjikhani’s study due to the review of 25 studies and found that evidence in area was inconsistence
hamilton
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
maranesi
concluded that there was weak evidence linking mirror neurons to social cognition in humans
bekkali
