Final Exam Flashcards
How infants react to people vs. Objects
smile & vocalize more to people (3 mo)
Contingent interaction (2 mo)
Reciprocal interaction
Contingent interaction (3 mo)
“Expect” interaction from people (still face paradigm)
Implicit awareness of self
Newborns root more to external vs. Self-stimulation
Explicit awareness of self
Full fledged @18 mo (recognize self in photos/videos/mirrors, refer to self by name, claim ownership, personal preferences, body self-awareness)
Example of self-awareness
Rouge test (mirror)
Early childhood concert of self & others
Concrete, observational qualities
Middle childhood concepts of self & others
Non-observable qualities, dispositions, traits
Adolescence conceptsof self & others
Contextual variability (comparing)
Psychology as a “core” domain
Children predisposed to form theories abt how the mind works
Core constructs of naïve psych or Tom theory of mind
Intentions, desires, beliefs, knowing, perceiving, fantasizing, etc.
Belief-desire theory of mind
Internal beliefs & desires lead to actions (wellman)
Theory of early knowledge of mental states
Understanding of desire & intention
Theory of knowledge & mental States 3-4 years
Representational theory of mind (mental states represent the world, can predict/explain others actions)
Early understanding of desire (repacholi & gopnik, 1997)
14 mo gave exp own preferred food, 18 mo gave exp their preferred food
Early understanding of intention (meltzoff, 1995)
Exp performs action to achieve result or tires tries but fails → 18 mo performs target after failed action
Earlier understanding of intention (Woodward, 1998)
From 6 mo, look longer @ new object then new side → represent the goal of an actor’s reach
Beliefs require…
Representation of others’ minds
True vs. False beliefs
Explicit tasks → 3-4 years
Violation of expectations tasks → even earlier
Theory of mind scale ( wellman & Liu, 2004)
(1) diverse desires, (2) diverse beliefs, (3) knowledge ignorance, (4) false belief, (5) hidden emotions
Theory of mind scale (US vs. China/iran)
US: diverse beliefs > knowledge ignorance
China/iran: knowledge ignorance > diverse beliefs
Sources of development of theory of mind
Maturation processes (specifically useful for understanding social info), growth of general abilities (info processing capacities), experience w/other people (social context), language development (especially complement structures)
Social learning theory (Albert bandura)
Importance of observation, modeling, & imitation in learning
Behaviorist theories
Focused on association & reinforcement in learning
Imitation
12-21 days old (meltzoff& Moore, 1977), < 72 hours old (meltzof & Moore, 1980)
Deferred imitation
Imitating novel actions after a delay
Developmental trend of deferred imitation
Increasing age = longer can delay
9 mo = 24 hours, 14 mo = I week
Rational imitation
Imitation is selective & rational (14 mo imitated more in hands-free condition)
Overimitation
Imitating actions that are unnecessary for reaching a goal
Why overimitation?
Social reasons? Misconceptions abt causality? Misconceptions abt normativity? → overimitate even when trained to recognize necessary vs silly actions → causal misconceptions
Normative misconceptions in overimitation
Adults demonstrate w/relevant & irrelevant actions & kids imitate → puppet performs only relevant & still reaches goal → kids protest puppet’s actions
Pedagogy
Display of generalizable knowledge by a teacher → interpretation of displayed knowledge as generalizable by learners
Natural pedagogy hypothesis
Humans innately adapted to teach others & learn from others
How natural pedagogy works
(1) use of pedagogical cues (eye contact, pointing, child’s name, infant-directed speech), (2) teach info, (3) child assumes info is generalizable & culturally-relevant
Natural pedagogy view of a-not-b error
Ostensive-communicative vs. Noncommunicative vs. Nonsocial → more correct searches in NC & NS trials than o-c trials → misinterpretation of generality of demonstration @ A
Does learning depend on whether the interaction was teaching?
Discovered less functions & performed least actions in pedagogical condition
Shared intentionality
Understand why others do what they do (share psychological States, joint attention, goals/intentions)→ gaze following, imitation, cooperation
Kids trust… (Social learning is selective)
Adults > kids, experts > novices, knowledgeable > ignorant, accurate > inaccurate, majority > minority
Study of accurate speakervs. Inaccurate speaker
When asked who they wanted to lean the name of an object from: at chance for 3 yo, prefer accurate at 4 yo
Mechanisms of social learning
Imitation, pedagogy, cooperation, testimony
