Test 2 Flashcards
Drawbridge studies on infant representation by Baillargeon
4 mo old infants will look LONGER when they see an object magically disappear than when it doesn’t disappear, suggesting that they understand object permanence.
Indicators of memory ability in infants
-4 mo old is repeatedly shown a pattern and stops looking at if after about 10 trials.
Amanda first learns to type and spends a lot of effort finding the correct keys, then forgets what she was going to type. As her ability to find correct keys get increasingly automized, what sort of changes would you expect to see in her ability to keep her train of thought?
As she keeps practicing typing and it gets more automized, that means that it takes less of her LIMITING PROCESSING CAPACITY to type.
How is it that Amanda has a better memory of what she was typing?
The space not used by typing in her limited processing capacity can be used for her to keep her train of thought while typing.
How did Judy Deloache test that kids who are 2.5 yrs or younger cannot use a scale model to find an object in a larger room?
First hid Snoopy doll in scale model of room, then asked them to find it in the same place in identical but larger room. The 2.5 yr olds looked randomly instead of going straight to the spot shown in the model.
Judy Deloache says young kids have problems with dual representation. What does this mean?
Dual representation refers to the ability to keep 2 representations of the same thing in mind simultaneously. So the child has to have a representation of the model as an object that is interesting by itself AND as a symbol for something else- the larger room. She says they cannot do this.- it is one or the other
What is an explanation for infantile amnesia?
Early memories are inaccessible because infants and toddlers encode info in a different way from older children and adults.
How does empirical evidence support encoding differences b/t toddlers and infants vs. older kids and adults?
Research using deferred imitation with toddlers has shown that they hardly ever are able to “translate” those nonverbal memories into verbal form after they acquire language skills.
How does empirical evidence go against the belief that “infancy happened too long ago, so we don’t remember?”
Research on adults’ memories for events from across the lifespan shows that they remember far less than would be expected based on a simple linear decay function.
Evidence that children form memories before age 5?
Baker-Ward study-
When 3 yr old was asked questions about their doctor visit, child could recall info with prompting and specific questions even 6 wks after doctor visit.
Fischer’s Method and Results
Fisher placed kindergarten kids in a laboratory classroom for 6 lessons and manipulated visual environment. Kids were more distracted by the visual environment, spent more time off task, and learned less when the walls were highly decorated than when the decorations were removed.
How would attention and basic processes explain Fischer’s results?
If the children were distracted by the visual displays in the classroom, they may have been paying attention to them instead of attending to and encoding the science demonstrations and activities. Therefore, they may not have understood the demonstrations as well when they were occurring, and did not get as much information about them stored in long-term memory, to be retrieved later on the test.
Why would you be less concerned about the visual environment influencing the learning of older children? Why?
Older kids have better selective attention and inhibition skills, so they would be better at tuning out the distracting info from the visual displays and attending more closely to the science activities.
