Kap 5. Representing objects and Agents

Question 1

Piaget´s Theory

Answer 1

The first comprehensive theory on cognitive development (early 1920’s)

Question 2

Assimilation

Answer 2

• Interpreting new information in terms of existing schemes

“Trying to call grandma using the TV remote”

Question 3

Accommodation

Answer 3

• Changing the existing schemes to incorporate new information
• Adding to the knowledge about phones how they differ from remotes

Question 4

Stages of cognitive development

Answer 4

• sensorimotor stage (0-2)
• Preoperational stage (2-7)
• concrete operational stage (7-12)
• Formal operatinal stage (12 +)

Question 5

A- not B Error

Answer 5

also called place error. (4. Coordinating secondary circular reaction, 8-12 m)

Infants repeatedly reach for an object at location A (where it was previously hidden) even after seeing it hidden at a new location, B.

Obs. Much more correctly if the communicator is not communicating (s.pp)

Question 6

Animate-inanimate distinction

Question 7

Sensorimotor stage (0-2)

Answer 7

Infants learn about the world through sensory experiences and motor actions, developing object permanence and the understanding that objects continue to exist even when they cannot be seen.

Question 8

• Concrete operational stage (7-12)

Answer 8

Children develop logical thinking and can perform operations on concrete objects (e.g., addition, subtraction) but still struggle with abstract concepts.

Question 9

• Preoperational stage (2-7)

Answer 9

Children begin using symbols, language, and imagination, but their thinking is still egocentric, meaning they struggle to understand perspectives other than their own.

Question 10

• Formal operatinal stage (12 +)

Answer 10

Adolescents develop the ability to think abstractly, reason logically, and plan systematically, which allows for problem-solving beyond immediate, tangible experiences.

Question 11

Stage 6 in sensorimotor stage

Answer 11

Symbolic thought / mental combinations. (18-24 m)

Internal depictions of objects and events

Solving invisible displacement, language, deferred imitation
Sens

Question 12

Stage 1 in Sensorimotor stage

Answer 12

Use of reflexes 0-1 m.

Reflexes: the simplest, early forms of schemes

Modifying the sucking reflex through
accommodation

Question 13

Stage 2 in sensorimotor stage

Answer 13

2. Primary circular reactions. (1-4 m)
   Modifying reflexes into more effective
   behaviors

Sucking the thumb first by accident
and later intentionally

Question 14

Stage 3 in sensorimotor stage

Answer 14

Secondary circular reactions (4-9 m.)

Applying new schemes to external objects

Shaking a rattle first by accident and
later intentionally, permanence of
partially covered objects

Question 15

Stage 4 in sensorimotor stage

Answer 15

Coordinating secondary circular reactions (9-12 m. )

Integration of different schemes

Retrieving a fully covered object, but
committing the A-not-B error

Question 16

Stage 5 in sensorimotor stage

Answer 16

Tertiary circular reactions (12-18 m)

Intentional use of schemes

Repeatedly dropping a toy from
various positions and observing the
results

Question 17

Understand the A-not- B error, but Failure to understand Invisible displacement

Answer 17

infants understand that an object can be moved and hidden out of sight, even when they don’t directly see the movement

(Stage 5, 12-18 month)

Question 18

Early Principles Guiding Object Understanding

Answer 18

◦ Continuity: Objects move on a connected path and don’t go in and out of existence

◦ Cohesion/solidity: Objects are solid

◦ Contact/no action at a distance: When objects make contact, they influence each other

◦ Gravity: Unsupported objects fall

◦ Inertia: Objects don’t rapidly change direction without encountering other forces

◦ Principle of persistence: Objects don’t change any of their properties or behavior without a cause

Question 19

Egocentric representation

Answer 19

notes where things are relative to one´s own body

Question 20

Allocentric representation

Answer 20

notes where things are relative to other landmarks in the world

Question 21

Levels of Categories

Answer 21

1. Subordinate level
2. Basic level
3. Superordinate level
4. Animate/Inanimate level (se eksempel på immitating person vs robot)

Question 22

How do infants know whether something is animate or inanimate?

Answer 22

◦ Featural cues, e.g., face vs. no face, legs vs. wheels, curvilinear vs. rectilinear contours, smooth vs.
angular joints, texture, odor, and sound

◦ Dynamic cues, e.g., self-generated motion, motion pattern (biological motion), goal-directed
movement, and contingency