Lecture 6

Question 1

Concept

Answer 1

abstract idea

Question 2

Levels of inclusiveness

Answer 2

Superordinate: animal
Basic: dog
subordinate: chihuahua

Question 3

Correlational structure (Rosch)

Answer 3

of features, you see feathers, you think of a bird.
Rosch thinks children think of basis structures first and then sub and super ordinate levels

Question 4

Prototypes

Answer 4

highly typical basic objects. Easier to think for a basis level, sub or super ordinate levels.

Question 5

Why do other scientist say that it’s easier for children to learn subordinate levels first and then super ordinate and basic?

Answer 5

Because at subordinate levels it would be easier to distinguish. But this has not been proved yet.

Question 6

Looking task (habituation)

Answer 6

MEthod: non verbal looking preference paradigm (3-4 months old)

they repeatedly showed a pic of a horse. kid habituated.
Then they presented a pic oif a dog and the horse. kid looked at the dog. So they identify (kids 3-4 months) different animals.

Question 7

Sequential touching study
13 months vs 16-20 months old children

Answer 7

kids got set of toys: cars vs aeroplanes
13 months old: could disntiguish basic level. they touched this category more frequent than you would expect by chance.

other set of toys: animal vs vehicle
16-20 month old: could distinguish basic level and superordinate!

Limitation : prototypical objects were used.

Question 8

So what was a conlcusion when they did the same study with sequential touching and when they used non prototypical objects?
13 vs 16 vs 20 months old

Answer 8

• 13 months: no systematic behaviour
• 16 months old: basic level
• 20 months old: no systematic behaviour

Question 9

What was the conclusion when researchers did a second experiment with sequential touching but then with 24 and 28 month old children?

Answer 9

24 months old: superordinate level
28 month old: basic and superordinate elvel

So superordinate level emerges earlier?

Question 10

Matching to sample
19 months and 4-5 year olds

Answer 10

Good performance from 19 months onwards, perform better at basic level

4-5 year olds: more of a sorting task. You can ask questions. but had trouble with distinguishing animate from inanimate objects

Question 11

Quinn (2002) and Mandler (2004) said

Answer 11

Children find it easier to distinguish verhicles from animals, than dogs from horses. Superordinate level emerges first

Question 12

cab 2 day old infants already distinguish between point light displays random and a person?

Answer 12

yes!

Question 13

In response to wachting biological motion displays, children between what ages showed no age related differences?

Answer 13

7-13 years old

Question 14

is sensitivity to biological motion related to activity in…?

Answer 14

social brain areas

Question 15

What can we conclude from a study with eye tracking by 14 mo that use biological motion to detect human interaction?

Answer 15

Processing biological motion might be important for socio cognitive development

Question 16

Self-initiated movement test

Answer 16

Can x go up or down a hill on their own?
3-4 year olds were okay, they have a basic understanding, but they get confused with unknown animals

Question 17

what can we conclude out of the study with growing in animals?

Answer 17

3 year olds know that animals grow, but they ar eunsure whether artefacts do
5 year old know that animals grow and artefacts do not

so 5 year olds are better able to distinguish animate from inanimate things

Question 18

shared core properties study, what can we conclude about what children know of the inside?

Answer 18

Children made errors, but were not random. they knew how to distinguish between artifactial andnatural!

Question 19

Anthropocentrism