Psych 2ap3- information processing

Question 1

According to Piaget, when do infants develop object permanence (when can they solve a-not-b error)

Answer 1

10-12 months

Question 2

How old were the infants when they stared equally long at the possible and impossible event? (object falling vs staying up)

Answer 2

3.5 months

Question 3

How old were the infants when the infants stared longer at the impossible event?

Answer 3

4.5 months

Question 4

At 2.5 months of age, did the infants stare equally long in both scenarios for object continuity and cohesion?

Answer 4

No, when the object had an arch, the infants may have took it as a singular object and did not stare long

Question 5

When did the infants finally grow to understand that the object is simply a cut out (had a longer reaction time)

Answer 5

3 months

Question 6

What does the experiment of moving the doll behind the object measure? Does this mean infants can understand it?

Answer 6

Object cohesion
Infants dont understand it, but have expectations

Question 7

How was object permanence tested for in infants?

Answer 7

infants were habituated to a rotating screen, and suddenly, an impossible event would occur in which something would go through a barrier

Question 8

How did the infants react to the impossible event of a screen through the barrier?

Answer 8

they looked longer

Question 9

How old were the infants when they were tested for object permanence

Answer 9

3 months

Question 10

What is the difference between Piaget and Baillargeon’s results?

Answer 10

Piaget tests for emplicit knowledge: requires more experience and control over actions
Baillargeon tests for implicit knowledge: looking time, rudimentary understanding

Question 11

According to experiments with explicit tasks, how long does it take for true object performance to develop?

Answer 11

3 years

Question 12

What is the information processing approach

Answer 12

Thinks of development in terms of how children monitor and manipulate information and create strategies to solve tasks

Question 13

Based on hardware and software analogies, why are children limited in information processing?

Answer 13

hardware: not enough neurone, synapses, myelination, etc
software: children are limited in the extent to which they can apply appropriate strategies to solve problems

Question 14

As children grow, they get better at information processing. What actually develops?

Answer 14

• improvement in executive control (continuously develop as they grow)
• inhibitory control
• better strategies
• better attention
  -faster processing
• more cognitive flexibility

Question 15

Why are strategies more harder to come up with for children?

Answer 15

Children have limited cognitive abilities

Question 16

At what age do strategies emerge?

Answer 16

3-4 years old

Question 17

What experiment demonstrates the emergence of strategies?

Answer 17

children 3-4 year olds had to remember which cup a toy dog was placed under

Question 18

What did the dog-cup experiment demonstrate about children and strategies?

Answer 18

Although the children got the answer wrong, they would still use strategies to find the answer (eg: trying to hold the cup)

Question 19

Are children good at using strategies?

Answer 19

No, children, especially those who are very young (3 years old-grade 1) are very poor strategy users

Question 20

What is the pattern of speed processing as we age?

Answer 20

At 8 years old, it is extremely slow, and then gradually starts to increase as we age (around 15-20 it remains steady)

Question 21

How does speed processing increase?

Answer 21

• increased myelination
• synaptic pruning

Question 22

How does attention improve in children? (aka name the 4 times of attention that improve and what they are)

Answer 22

sustained attention: attention span
divided attention: concentrating on more than one activity at a time
selective attention: tuning out irrelevant information
execute attention: broader control of attention

Question 23

What is the link between screen-time and attention in 5 year olds?

Answer 23

children who were exposed to screens for more than 2 hours daily were 5.9 times more likely to have clinically significantattention problems and 7.7 higher risk for adhd then children who were exposed 0.5 hours or less

Question 24

What is ADHD

Answer 24

brain-based weakness in attention and execute functions

Question 25

What are some things one can do to help with ADHD?

Answer 25

establish routine, celebrate positive behaviours, limit screen time, use age-appropriate strategies