Week 1 Flashcards
describe the priority principle
for an event A to cause an event B, A must occur before B.
define the covariation principle
If A occurs, B also occurs. one is the cause of another.
define temporal continguity principle
in addition to covariation, cause and effects need te be linked by contiguous events.
define similarity of causes and effects
things being equal causes and effects should be similar in nature. bottles with a pink cap, makes the water ….. pink.
categorisation knows which three levels?
- superordinate–>animal
- basic–>dog
- subordinate–>retriever
explain how via an experiment called sequential touching researcher can determine the abbility to categorize among young children.
sequential touching–>young children (can not speak) shown a serie of objects and see which ones they picked out.
This can show patterns above chance if they categorize objects.
which category of understanding develops first in children?
mixed research conclusion Basic vs superordinate.
the role of language
- what is the difference between thematic relations and categorical relations?
- give an example
fill in the blacks based on chronological order regarding categorisation development in children:
* perceptual to ….
* ….. to specific
* intuitive to ….
- contextual
- general
- factual
explain a syllogism
- form of deductive reasoning
- general premise (all….) and a specific premise (this….)
- conclusion based on premises
name the difference between inductive and deductive reasoning
Concepts are important for?
communication, It makes it easier to communicate.
In what order does the understanding of concepts develop in children?
first 5 years physical concepts. later abstract concepts (time, numbers, etc)
categorisation of concepts is a form of what kind of reasoning?
inductive
what are multimodal inferences?
combines multiple sources (modalities) of information at once to create a mental representation.
name two forms of experimentation that can be used in children which are unable to speak properly yet to measure categorisation.
explain the basics of a habituation experiment in 3-4 month olds.
- show pictures of f.e horses.
- than show picture of horse and dog. Child will look longer at new animal (new stimuli)
prototypical: common/familier.
which two things can you conclude about young childrens ability to categorise objects?
- evidence is mixed regarding the question. Does the superordinate level develop earlier than the basic level.
- familier objects (prototypical) are recognized earlier.
absence of finding is not equal to absence of ability. What does this mean?
The fact that an experiment doesn’t find any proof, doesn’t mean it isn’t true. Maybe the experiment design isn’t sufficient enough
what is the difference between thematic relations and categorical relations?
what is the difference between characteristic features and defining features?
define an analogy. where is it used for?
an experiment that shows early causality understanding in children is the expectation violation (gravity) experiment.
- describe the experiment
- what where the results?
children looked longer at imposible event–>habituation
What could explain the difference in results?
5-6 years old. both groups are using real world knowledge instead of logic.
