Final Exam

Question 1

How infants react to people vs. Objects

Answer 1

smile & vocalize more to people (3 mo)

Question 2

Contingent interaction (2 mo)

Answer 2

Reciprocal interaction

Question 3

Contingent interaction (3 mo)

Answer 3

“Expect” interaction from people (still face paradigm)

Question 4

Implicit awareness of self

Answer 4

Newborns root more to external vs. Self-stimulation

Question 5

Explicit awareness of self

Answer 5

Full fledged @18 mo (recognize self in photos/videos/mirrors, refer to self by name, claim ownership, personal preferences, body self-awareness)

Question 6

Example of self-awareness

Answer 6

Rouge test (mirror)

Question 7

Early childhood concert of self & others

Answer 7

Concrete, observational qualities

Question 8

Middle childhood concepts of self & others

Answer 8

Non-observable qualities, dispositions, traits

Question 9

Adolescence conceptsof self & others

Answer 9

Contextual variability (comparing)

Question 10

Psychology as a “core” domain

Answer 10

Children predisposed to form theories abt how the mind works

Question 11

Core constructs of naïve psych or Tom theory of mind

Answer 11

Intentions, desires, beliefs, knowing, perceiving, fantasizing, etc.

Question 12

Belief-desire theory of mind

Answer 12

Internal beliefs & desires lead to actions (wellman)

Question 13

Theory of early knowledge of mental states

Answer 13

Understanding of desire & intention

Question 14

Theory of knowledge & mental States 3-4 years

Answer 14

Representational theory of mind (mental states represent the world, can predict/explain others actions)

Question 15

Early understanding of desire (repacholi & gopnik, 1997)

Answer 15

14 mo gave exp own preferred food, 18 mo gave exp their preferred food

Question 16

Early understanding of intention (meltzoff, 1995)

Answer 16

Exp performs action to achieve result or tires tries but fails → 18 mo performs target after failed action

Question 17

Earlier understanding of intention (Woodward, 1998)

Answer 17

From 6 mo, look longer @ new object then new side → represent the goal of an actor’s reach

Question 18

Beliefs require…

Answer 18

Representation of others’ minds

Question 19

True vs. False beliefs

Answer 19

Explicit tasks → 3-4 years
Violation of expectations tasks → even earlier

Question 20

Theory of mind scale ( wellman & Liu, 2004)

Answer 20

(1) diverse desires, (2) diverse beliefs, (3) knowledge ignorance, (4) false belief, (5) hidden emotions

Question 21

Theory of mind scale (US vs. China/iran)

Answer 21

US: diverse beliefs > knowledge ignorance
China/iran: knowledge ignorance > diverse beliefs

Question 22

Sources of development of theory of mind

Answer 22

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)

Question 23

Social learning theory (Albert bandura)

Answer 23

Importance of observation, modeling, & imitation in learning

Question 24

Behaviorist theories

Answer 24

Focused on association & reinforcement in learning

Question 25

Imitation

Answer 25

12-21 days old (meltzoff& Moore, 1977), < 72 hours old (meltzof & Moore, 1980)

Question 26

Deferred imitation

Answer 26

Imitating novel actions after a delay

Question 27

Developmental trend of deferred imitation

Answer 27

Increasing age = longer can delay
9 mo = 24 hours, 14 mo = I week

Question 28

Rational imitation

Answer 28

Imitation is selective & rational (14 mo imitated more in hands-free condition)

Question 29

Overimitation

Answer 29

Imitating actions that are unnecessary for reaching a goal

Question 30

Why overimitation?

Answer 30

Social reasons? Misconceptions abt causality? Misconceptions abt normativity? → overimitate even when trained to recognize necessary vs silly actions → causal misconceptions

Question 31

Normative misconceptions in overimitation

Answer 31

Adults demonstrate w/relevant & irrelevant actions & kids imitate → puppet performs only relevant & still reaches goal → kids protest puppet’s actions

Question 32

Pedagogy

Answer 32

Display of generalizable knowledge by a teacher → interpretation of displayed knowledge as generalizable by learners

Question 33

Natural pedagogy hypothesis

Answer 33

Humans innately adapted to teach others & learn from others

Question 34

How natural pedagogy works

Answer 34

(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

Question 35

Natural pedagogy view of a-not-b error

Answer 35

Ostensive-communicative vs. Noncommunicative vs. Nonsocial → more correct searches in NC & NS trials than o-c trials → misinterpretation of generality of demonstration @ A

Question 36

Does learning depend on whether the interaction was teaching?

Answer 36

Discovered less functions & performed least actions in pedagogical condition

Question 37

Shared intentionality

Answer 37

Understand why others do what they do (share psychological States, joint attention, goals/intentions)→ gaze following, imitation, cooperation

Question 38

Kids trust… (Social learning is selective)

Answer 38

Adults > kids, experts > novices, knowledgeable > ignorant, accurate > inaccurate, majority > minority

Question 39

Study of accurate speakervs. Inaccurate speaker

Answer 39

When asked who they wanted to lean the name of an object from: at chance for 3 yo, prefer accurate at 4 yo

Question 40

Mechanisms of social learning

Answer 40

Imitation, pedagogy, cooperation, testimony