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cognitive development essay > studies > Flashcards

studies Flashcards

1
Q

Perner and Woodruff 1978

A

ToM
the ability to attribute mental states, emotions, desires, intents belief and knowledge to others and understand these can be different from our own

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2
Q

Tom requires social perceptual knowledfe

A

Tager-flusber and sullivan 2000

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3
Q

Brethorton and beeghly 1982

A

appreciation for what a mental state is

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4
Q

Tom requires working memory

A

Keenan olson and marini 1998

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5
Q

Tom requires inhibitory control

A

carlson and moses 2001

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6
Q

geocentricism

A

carlson claxon and moses 2004

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7
Q

sabbiose et al 2006

A

3-4 FB global

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8
Q

frith 2003

A

sally anne task 3-4

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9
Q

perter leek man and simmer 1987

A

smarties test

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10
Q

Riggs et al 2014

A

must suppress what they know to be true (smarties)

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11
Q

mutter Alcom and welsh 2006

A

working memory is the best predictor of inhibitory control

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12
Q

Hughes and Devine 2014

A

challenge the specific contribution of working memory on false belief understanding: and only 8% SHARED VARIANCE BETWEEn the broader faculty of executive function and theory of mind

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13
Q

scott 2011

A

the ability to meta represent : representing both the situation itself and the way it is represented

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14
Q

Carlson and moses 2001

A

development of the frontal lobe at age 4

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15
Q

zaithchik 1990

A

false photograph task: like with false belief tasks shows difficulty with metarepresentation (false photograph taks removes the mental state)

children struggle to dual represent / metarepresent
also when mental state is removed

fundamental problem

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16
Q

perner 1991

A

meta-representation
represent both the ‘sense’: the way the situation is representing and the ‘referent’ the situation itself
and the relation between these

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17
Q

Butterfill and Apply 2013

A

minimal theory of mind
3 and 4 year olds can track pieces of information but not have a fully understanding of mental states or belief
rather than representing propositions with reasons and causes

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18
Q

andrews et al 2003

A

reminding 3 year olds of their false belief does not improve their performance on FBT above chance
suggesting reducing the load of their mind doesn’t help- it’s the underltanding of what a belief is that is lacking

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19
Q

Hadwin and Perner 1991

A

both 4 and 5 year olds could attribute a false belief to tommy that he think smarties are in the tube even though his mum has replaced them with jelly babies
but only 5 year olds could use false belief understanding understand there was a mismatch between expectation and reality: meta-representing the relation to things held in mind i.e. understanding how mental states will make someone feel (emotion)- this shows fuller understanding

20
Q

Roese 1997

A

counterfactual reasoning is the ability to think about how event would have been different based on past ones

21
Q

Byrne 1997 and 2005

A

CFR described as the holding in mind of dual possibilities

need to think about both actual and known to be false world when thinking counterfactually in order to compare them

22
Q

perner et al 2004; riggs et al 1998

A

evidence that 3 year olds engage in this type of thinking (i.e. conditional that is not counterfactual)

23
Q

Harris et al 1996

A

dirty shoes
73% 3 year olds
84% of 4 year olds

24
Q

Rafetseder, christi-vargas and perner 2010

A

discrepancy between intended measurement of CFR and what children employed.

25
Q

Robinson and beck 2000

A

toy car
future hypothetical- what if next time he goes the other way
counterfactual- what if he’d driven the other way

30% 3 year olds
60% of 4 year olds
95% 5 year olds

26
Q

beck et al 2006

A

mouse
cotton wool put down on both sides of the slide: consideration of two possibilities

comparable performance of 3-4 and 4-5 years in the single possibility question of what if he goes the other way

31% of trials 3-4 year olds could put cotton at both slides
68% of trails 5-6 could

27
Q

Rafetsteder et al 2010

A

reality error subsides around 3-5 but varies across studies

28
Q

drayton et al 2011

A

MORE DIRECT EVIDENCE OF HOLDING IN MIND underpinning CFR:
default back to basic conditional thinking when working memory is over loaded:
working memory underpins this ability
and 5 year olds with better working memory did better on counterfactual reasoning

29
Q

Gerstadt et al 1994

A

well documented drastic advancement in IC between 3 and 6 years

30
Q

Piaget

A

preoperational (3-4) and concrete operational (5-7)

31
Q

anderson 1983 a and b

A

spreading activation theory

32
Q

Diamond kirkam and Also 2002

A

abstract manipulation of the day and night task

33
Q

Towse et al 2000; Zelazo and Frye 1998

A

3 year olds show knowledge of the rules but can’t use them

34
Q

Zelazo Frye and Rapus 1996

A

abulic dissociation

35
Q

Diamond 2013

A

working memory involves both holding in mind and manipulation

36
Q

nearest possible world

A

Lewis 1973

37
Q

decoupling

A

Wimmer and perner 1983

can explain why sally thinks her marble is in the basket is is different to where it really is

so two representations both of the assumptions of where the marble is and where the marble actually is

38
Q

Ruffman and Keenan 1996

A

surprise is a belief-based emotion that arises around 5 or 6 years old

39
Q

Robinson and Beck’s future hypothetical question

A

toy car and garage

‘what is next time he drives the other way’

40
Q

Robinson and Beck CF equivalent question

A

toy car and garage
what if he’d driven the other way

past subjunctive

41
Q

Beck et al 2006 single possibility

A

Mouse task
‘what is he drove the other way’
only requires thinking about one possibility as the current state of affairs (one of the possibilities has happened)

42
Q

perseverating old rules

A

zelazo 2006

43
Q

73%

A

harris et al 3 year olds dirty shoes

44
Q

84%

A

harries et al 4 year olds dirty shoes

45
Q

30 60 95%

A

3 4 5 robinson and beck counterfactual question

past subjunctive

46
Q

31%

A

of trials 3-4 year olds placed wool under both outlets

47
Q

68%

A

of trials 5-6 year olds placed wool under both outlets

cognitive development essay (1 decks)

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