Lecture 5 Flashcards

1
Q

Discuss Heider and Simmel (1944)’s study of perceiving intentions

A

Participants asked to watch video and write down what happens, nearly all participants saw the shapes as animate objects with desires and intentions

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2
Q

What are the questions surrounding how do developing children typically become aware of others intentions

A

Does it start with incomprehension at birth or watching others? Or getting involved with other people quite quickly, starting with connections?

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3
Q

What was Olson (1988)’s view on intentions

A

Aged 4 children can separate intentions from actions

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4
Q

What was Astington (1991)’s view on intentions

A

Understanding incomplete actions in terms of intentions should not be possible until then

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5
Q

What is meant by the term incomplete

A

Which child is ‘gonna swing’ versus ‘is swinging’

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6
Q

What is meant by the term accidental

A

Which child ‘jumped’ versus ‘fell’

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7
Q

Discuss Meltzoff (1995)’s incomplete actions

A

Investigated whether 18 month old infants would re-enact what an adult actually did or what the adult intended to do. Infants watched an adult who tried, but failed, to perform certain target acts - e.g. dropping beads into a cup and missing. When handed the apparatus, infant will perform the intended action correctly. Findings replicated in 15 month old’s too

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8
Q

What age can we see infants identifying other’s needs and helping them complete their intentional actions

A

18 months

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9
Q

Discuss Carpenter et al (1988)’s study

A

14-15 month olds imitated twice as many intentional actions of an adult model, than accidental ones

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10
Q

Discuss Schwier et al (2006)’s study

A

12 month olds imitate odd actions only if intentional

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11
Q

Discuss Behne et al (2005)’s study

A

9, 12 and 18 month olds more impatient when adult is unwilling than unable: adult did not pass over a toy either because they were unable or because they were unwilling

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12
Q

What is rational imitation

A

Evidence suggests that infants not only understand goals but also the rational basis for that choice of action - suggests goal directed action is a selective, interpretive process

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13
Q

Give two examples of rational imitation

A

Gergely, Bekkering & Kiraly (2002) found 69% of infants from hands free condition used their heads to turn on the light after seeing the adult turn it on with their head, compared to only 21% in hands occupied condition. Schwier et al (2006) found 12 month olds imitate odd actions only if intentional and rational - more likely to imitate chimney cation in door open condition

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14
Q

What is the rationality principle

A

The attribution of goals occurs also to objects, and is based on the principle of rationality - this is not about detecting minds, but the demonstration of a teleological stance. 12 month olds have principled expectations about rational goal approaches of human agents. Longer looks at indirect approaches

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15
Q

Is attributing goals to actions about having experienced the actions oneself or about the familiarity of actions observed in others

A

No. It’s about rationality

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16
Q

Discuss Southgate et al (2008)’s study

A

More dis-habituation to a possible but irrational actions than to a biomechanically impossible but rational action

17
Q

Discuss parsing dynamic actions

A

Newtson & Engquist (1976) - adults segment streams of movement into actions. Baldwin & Baird (2001) - 10-11 month olds: infants longer looks at interruptions: sensitivity to the structure of intentional action

18
Q

Discuss reaching/grasping in term intentions

A

Some of the earliest evidence of infants understanding others actions as being intentional comes from research that has looked at reaching and grasping behaviours. Woodward (2009). Hamlin, Hallinan & Woodward (2008) found 7-month old infants observed an actor perform on one of two toys to see whether they would then choose the intended toy - goal-directed vs goal-ambiguous

19
Q

Discuss Woodwards findings

A

From 5 months of age infants dis-habituate to new goal more than to new side. This is the case even with just an arm reaching out - without the person. Not the case if the arm reaches out backwards. If given prior self-experience of picking up object infants dis-habituate more to new goal than to new side from 3 months of age.

20
Q

Discuss how we can measure anticipating others actions

A

Looking time measure - less demanding and less active, earliest correct looking time for goal-directed acts = 3 months with training. Anticipatory gaze measures - more immediate, but tough, earliest correct anticipatory gaze = 6 months.

21
Q

Discuss some issues with this research

A

The infant experience of actions is predominantly to self. Is 6 months the earliest age for predicting others action-goals - are goal-directed actions to self detected earlier. Is own motor ability really necessary - can infants not predict movements which they themselves cannot do

22
Q

What is one of the earliest actions infants experiences and discuss this

A

Being picked up. Children with autism reported by parents not to make the typical anticipatory postural adjustments of typical infants - back arching at 4 months.

23
Q

In typical development what happens when an infant is picked up

A

By 12 months infants lift up their arms to be picked up and may start doing this earlier. Emergence of pick up requests from anticipatory pick up responses

24
Q

Discuss the method Reddy, Markova & Wallot (2013) used to study mothers reaching out to infants

A

Mothers reaching out to pick up infants with arms visibly approaching - three phases of maternal action: CHAT APPROACH CONTACT. Comparison of infant responses - the timing of postural shifts measured by force mats; legs = flexion, arms = raised, head = raised/turned. 3 month olds and 2, 3, and 4 month olds.

25
Q

What are the three phases of maternal action

A

Chat. Approach. Contact

26
Q

Discuss developing intention awareness

A

From others intentions simply directed to the infant. To the others intentions directed to the infants actions in the world; getting what people tell you to do - action and expression narratives and repetition, the practice of complying.

27
Q

Discuss Reddy (1991, 2007 and 2008) study

A

Different types of teasing by infants from 9 months of age onwards. Offer and withdrawal of an object. Non-compliance or almost non-compliance. Obstruction of actions. Hiding objects. Withdrawing self.

28
Q

How do we get to understand intentions

A

Perceiving directed of actions. Experiencing intentional actions directed to self. Inferring rationality. Engaging with others intentions - both with their actions and with their intentions for our actions. Increasing understanding of the scope of what intentions can be about