Cognitive Skills Flashcards
infants look at their mom more
Review: Infants’
understanding of
the world
- object: they are continious,cohisive
- space
- numbers: they can estimate two different arraways of objects with ratios-?
Where infants’
knowledge of the
world comes from ?
and many theoretical perspectives
corn knowledge?
information processing?
This week, we explore the basic skills that infants use to add to this knowledge
cognitive skills
- attetion >
- memory >
- categorization
Methods of examining
cognitive skills
Eye movements
* Habituation/dishabituation
* Preferential looking
* Eye tracking
- ERP (event-related potentials) -checking eletroc information in babys brain and other neural techniques, (FMIR,FNIRS)
Attention
Attention is a
gatekeeper for
further cognitive
processing
convert atteition
attetion without looking at it
attention
orienting > selecting > maintaining
a studis done about orienting
where an infant would look at a screen, where there was a stimuli and then a nother stimuli would appear in their peripheral
showed that 1 months would take longer to disingage from the central stimuli and orient to the peripheral stimuli then 3 or 6 months old infants would
also the stimuli mattered if the central stimuli was a face they would take longer to disingage with it
these findings were univeral
maintaining attetion
- low ses infants maintain less attetion
- younger children are more easily distracted
- younge infants look longer on the stimuli then older infants
Selective
attention
Infants attend selectively to
biologically relevant stimuli from birth
ex: pay more attation to face then a scrambled face or blank space
ex: prefer simmilar to their ethinicity vs not-their ethinicity
ex: pay more attention their languague vs other languagues/or other sounds
-maybe because it would allow them to survive the world they are in
Selective attention
- Infants also selectively attend to stimuli that violate their expectations
- …which in turn can teach us more about what infants understand
Joint attention
By around 9-12 months of age, infants attend selectively to a specific type of biologically and socially relevant stimuli
threat/food sorces attetion
better joiner attention also have bigger vocabulary
Peripheral attention
- Infants appear to be able to disengage their attention and reorient it to a new stimulus
- But it’s harder when the original
stimulus is biologically relevant
for example: when looking at a face (biologically relevent) they will not pay peripheral attetion otherwise they will
Memory
when infants attend to stimuli(and even sometimes when they do not),they may be enconded in memory
Memory structure
Hardware:
- sensory memory (nerves continue to fire for a short period of time) - ex : u hit your head and continue hurting or turn on the light after it was turned off and u can feel that weir sensation>
- short-term memory/working memory: processed >
- long-term: can recall it >
Softwear: put short-term memory into long-term
- strategies
-rehearsal
-categorizing - content knowledge
short term memory study
they show a circle multiple times and later shows it in a different color
5 and 10 months old will look longer at the change iteam
Long-term memory
-
Declarative memory:
things u can talk about (declare)
-Semantic:facts,knowledge
,languague
-Episodic: unique personal experiences that occur in daily life
Procedural memory:
Essentially, it is the memory of how to do certain things.
ex:riding a bike
episodic memory in infants
not very adavanced.
the hiccampuses is used
infantile amnesia
Our early memories are
often vague or non-existent
why?
deleting during synactic pruning
not sensing the senses
infants are not enconding
infants dont recall
Infantile amnesia and memory development
- Infants as young as 6 months of age exhibit immediate imitation
- …suggesting that stimuli are encoded and recalled at this age
- By 12 months of age(1old), infants imitate actions observed the previous day
- By 14 months of age(1year and 2 months), infants imitate actions observed a week or even
months earlier
american remenber event that were emotional and specific.chinese remenber general and generic
first memories
- come with strong emotions
(a lot of times sadness) - things that are outside of the mundained
categorizing
as memory grows,infants organize information into categories
categorization*
- super-ordinate classes: less specific - infants know this
ex: animal
- basic classes: basic nouns ex:dog - infants can differate
-
sub-ordinate clasess: more specific
ex:labrador -older children
how to do we know kids categorize?
- when shown images of dogs or cats and they look longer at the animal they dont categorize the other in it and thus should be in another category
- sequential touching tesk - u test categorazation in children by looking at what they touch. they tend to touch similar things one after another (they will touch a dog,a horse then bird before touching a plane)
- using EEG : infants are presented a sequence of people and throwed a random animal sometimes. the way it works is that our brain acts different when there is an oddball(infrequent) and so infants would show evidence that the iteam from the infrequently presented category was different
7 months passed the test, 4 months didnt pass the test
How do infants learn
categories?
Linguistic information (by 12-13 months)
- lingustic information, ‘‘look that is a….’’
-repepetive exposere + linguistic information (together) = in infants categorizing animal/object
toma= they chose a dinosser over the fish
Statistical learning
- Statistical learning—detecting statistically predictable patterns in stimuli
- one stimulus is adjescent with another stimuli
- Simple example: when Mom puts her hat and mitts on, it’s time to go outside
- But the learning can be much more powerful than that:
- Speech
- Music (what notes will follow)
- Visual perception
Statistical learning
Visual feature
correlations (by 4-7 months)
schemas
-one feature, they can categorize with past category
Statistical learning
- Word segmentation
how they figure it out what words are ?
(statistical learning)
they learn that certain silabas are followed by other silabas
Statistical learning
- There are no consistent pauses
- How do infants learn what individual words are?
PRE TTY
High probability someone would say this
80%
BA BY
.02%
low probability someone would say it like this
