Lecture 12

Question 1

Symbols = s__ for representing our t__, f__, and k__ and for c__ them to other people.

Concepts = general i__ or u__ used to group together o__, e__, q__, or a__ in some way.

Answer 1

systems, thoughts, feelings, knowledge, communicating

ideas, understandings, objects, events, qualities, or abstractions

Question 2

Symbol-Based Reasoning

-scale model task (DeLoache)
(Find snoopy in the real life room based on where he’s hidden in the model).

_ yrs: succeed
. yrs: fail
picture task: __ succeed

Why the difference between pictures and models?

-Problem with dual representation: seeing the model as both a r__, i__ object and as a s__ for somethings other than itself. (NOT 3-D reasoning issue).

“enlarging machine” study (DeLoache, Miller, Rosengren)

made children believe model=room

Results?

Conclude: young children’s original performance stems from difficulty with d__ r__!

Answer 2

3, 2.5
both

real, interesting, symbol

dual representation

Question 3

Symbolic Development: Practical Concerns

 Anatomically detailed dolls were once the standard for use when interviewing children about sexual abuse, BUT
-Children younger than _ have trouble making connections between s__ and d__.

 Use of manipulatives (concrete objects) in mathematics education
-Manipulatives are i__ o__ and s__ (d__ r__)

Answer 3

5, self, doll

interesting objects, symbols
dual representation

Question 4

Can infants detect similarities among objects?

• “cat & dog” experiment (Quinn & Eimas)
• Habituation/novelty method

3-4-month-olds
“cat” condition
-shown pairs of different cat pictures

“dog” condition
-shown pairs of different dog pictures

Test: one novel cat picture, one novel dog picture.

Results:

• “cat” condition => preferred __.
• “dog” condition => preferred __.

Conclude?
-Young infants capable of p__ c__ (grouping together objects with similar appearances.)

Also m__ vs. o__ a__.

Rely on p__ – e.g., wheels for vehicles

Answer 4

dog, cat

perceptual categorization

mammals, other animals

parts

Question 5

Children’s earliest categories tend to be at the m__ or b__ level.
e.g.: tree (vs. plant or oak)

Basic-level categories have consistent c__ and i__ in these categories are easiest to distinguish from those in other categories.

Parents start at the basic level to teach children more g__ or more s__ categories.

Answer 5

medium, basic

characteristics, items

general, specific

Question 6

Numerical equality = the realization that sets of N o__ have something in c__.

Are newborns sensitive to numerical equality?

Izard et al. (2009)
Heard sets of 4 or 12 syllables
Displays of 4 or 12 objects Newborns’ looking matched

How sensitive are they?
6 vs. 18 – __!
4 vs. 8 – __!
Discrimination becomes more precise during the __ year and __.

Answer 6

objects, common

yes
no

first, beyond

Question 7

Infant arithmetic

-Addition & Subtraction (Wynn, 1992)
-Violation-of-expectation method
1+1 problem
Possible event: 1 + 1 = 2
Impossible event: 1 + 1 = 1 5-month-olds

Results:
I _ P

2-1 problem
Possible Event: 2 - 1 = 1
Impossible Event: 2 - 1 = 2

Results: I _ P

Conclude?
young infants have some a__ c__ abilities

Answer 7

>

approximate, counting

Question 8

BUT…do Wynn’s studies really demonstrate that infants can do simple arithmetic?

Simon, Hespos, & Rochat (1995): “…there is a rather unavoidable confound in Wynn’s experiment whereby every outcome that is arithmetically incorrect is also p__ i__.”

Thus, infants may look longer because of violations of o__ knowledge.

Replicated Wynn’s original result
Two new conditions:
Impossible i__ (one object changes)
Impossible a__ and impossible id__.

Infants appear to look longer at the conditions that have a__ i__, supporting the notion that infants can do simple arithmetic.

Answer 8

physically, impossible

object

identity, arithmetic, identity

arithmetic impossibility

Question 9

Children’s Counting

Begins ~age _, understanding l__.

What do preschoolers understand?
3 counting principles
  o_-o_ (each object gets only \_\_ label). 
 s\_\_-o\_\_ (always count the same \_\_).
 c\_\_ (5\_\_5, 5\_\_6)

Supported by Puppet counting experiments (Gelman)
4-5 yr olds
puppet correct or violates principle

Answer 9

2, limited

one-one, one

stable-order, order

cardinal, =, does not equal

Question 10

Cultural/language influences on counting

Chinese children learn to count __ than U.S.

Both use Arabic numerals (e.g., “3”), but Number names differ:

English: labels less p__, esp. “teens”
1-10: arbitrary
teens: mixed up

Chinese: more predictable
1-10: arbitrary
teens: tens + ones: 10-2, 10-3, 10-4…

Answer 10

faster

predictable