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PSYC 304 > Week 3 - Cognitive Development & Understanding > Flashcards

Week 3 - Cognitive Development & Understanding Flashcards

1
Q

Piaget’s view of children’s nature

A

“Scientist in the crib”

  • mentally and physically active from the moment of birth –> development
  • learn many important lessons on their own, rather than from direct instruction
  • motivated to learn and do not require rewards to do so
  • new abilities are applied as soon as possible
  • lessons and experiences are reflected on in order to develop understanding
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2
Q

Assimilation

A

Child interprets something new within their pre-existing knowledge

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3
Q

Accommodation

A

Child changes schema as a result of new knowledge

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4
Q

Equilibrium

A

Balance of assimilation and accommodation

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5
Q

Children’s acquirement of schemas according to Piaget (steps)

A
  1. Assimilation
  2. Accommodation
  3. Equilibrium
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6
Q

Piaget’s stages

A
  1. Sensorimotor stage
  2. Pre-operational stage
  3. Concrete operational stage
  4. Formal operational stage
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7
Q

Sensorimotor stage

A
  • birth-2yo
  • child begins to interact with environment
  • Infants do not have an awareness of objects as independent from their own actions
  • Do not have object permanence
  • Do not understand that objects continue to exist even when out of sight
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8
Q

Sensorimotor stage test by Piaget

A
  • Piaget observed infants reactions to events in which objects are hidden
  • Beginning at about 9 months of age, infants start trying to obtain the object (however do make A not B error)
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9
Q

Challenges to Piaget’s Conclusions About Object Permanence

A
  • behavior that indicated object permanence was obtaining a hidden object
  • did observe other behaviors that might suggest that infants know that objects continue to exist
  • Maybe younger babies know that the
    object is there, but they can’t coordinate
    the actions necessary to get it
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10
Q

Alternative Object Permanence Test

A

Violation of Expectations

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11
Q

Violation of Expectations

A

Babies are habituated to an event
• At test, slight modifications are made
• One possible event and one impossible event
• Check to see if dishabituate more strongly to the impossible event

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12
Q

Sliding bridge and cylinder experiment

A
  • Habituation: bridge moving up and down with no object
  • Possible event: bridge stopped by hidden cylinder
  • Impossible event: bridge goes through hidden cylinder
  • Results: Infants as young as 3.5 months of age look reliably longer at the impossible event; 3mo do not
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13
Q

Sliding carrot experiment

A
  • Habituation: short carrot through occlusion and tall carrot through occlusion
  • Possible event: short carrot not visible through carved out occlusion
  • Impossible event: tall carrot not visible through carved out occlusion
  • Results: Infants as young as 3.5 months of age look longer at the impossible event
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14
Q

A not B error

A

infants search for object in the wrong location

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15
Q

Alternative interpretation of A not B error; Experiment

A
  • 10mo
  • 3 conditions: communicative test, non-communicative, nonsocial
  • performed better with no social interaction
  • Conclusion: A not B error may be due to both constraints on the motor system and behavior of adults
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16
Q

Pre-operational stage by Piaget

A
  • 2-6/7 years of age
  • start understanding symbolic representations
  • Important limitations:
    • Egocentrism
    • Centration
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17
Q

Egocentrism

A

Perceive the world solely from one’s perspective
• Communication: Take the one that looks like Mommy’s!
• Spatially: Reference with regards to oneself
- Three mountain task

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18
Q

Evidence for Perspective-Taking in Preschool-Aged Children

A
  • 4-year-olds speak differently to 2-year-olds than they do to adults
  • When asked to show a toy to an adult, children as young as 1.5 years old will turn the front side to the adult
  • When asked to a show a photo to an adult, nearly all 2- and 3-year-olds show the front side
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19
Q

Three Mountains Task: Alternative Explanations

A
  • 3- and 4-year-old children
  • Saw a toy fire truck
  • There was a second toy fire truck on a revolving table
  • Saw Grover in a toy car, asked child to turn firetruck how Grover sees it
  • Children were highly accurate with the scenes with the toys
20
Q

Centration

A
  • Young children often focus on single feature of an object or event
  • Understanding of conservation
21
Q

Conservation tasks by Piaget

A
  • identical liquid quantity in different size containers
  • changing shape of identical clay
  • identical amount of objects more or less spaced out
22
Q

Centration: Alternate Explanations

A
  • Children are sensitive to what they think others want from them in the task
  • Why would an adult change something and then ask you about it, unless they wanted you to give a different answer?
  • When adult didn’t move the objects on purpose (teddy bear moved them), children answered correctly
23
Q

Continuity

A
  • Objects exist continuously and cannot move from one location to another without travelling the intervening path
  • understand at 2.5 months
24
Q

Solidity

A
  • Physical objects are solid. Each object occupies a unique part of space. Objects cannot interpenetrate each other.
  • understand at 2.5 months
25
Q

Contact

A
  • Objects cannot influence other objects without touching them. When one object hits another, it should move.
  • basic understanding at 2.5 months, more sophisticated at 6 months
26
Q

Gravity

A
  • Unsupported objects fall toward the ground.

- understanding at 5-7 months

27
Q

Inertia

A
  • Objects do not change their motion abruptly unless they are acted on by another force.
  • understanding at 5-7 months
28
Q

Mobile, crib, ribbon experiment (causality)

A 
(3-month-olds)
Reinforcement periods:
- Gently connected leg to mobile with a ribbon
- Kicking moved the mobile
Non-reinforcement periods
- Ribbon disconnected from mobile
29
Q

Mechanistic Causality

A

When adults see one billiard ball hit another and
then the second ball starts to move, they represent:
(1) Two events
(2) That the first ball caused the second ball to move,
as long as
(a) Spatial contiguity
(b) Temporal contiguity

30
Q

Study: Do Infants Differentiate Between a Causal and a Non-Causal Event?

A 
7- to 8-month-olds
• Randomly assigned to one of two habituation conditions:
(1) Direct Launch
(2) Delayed Launch
At test, watch one of two films:
1) No reaction
2) No prior movement
Found could differentiate between direct launch (causal) and delayed
31
Q

Study: Do Infants Perceive Direct Launch as Two Events?

A

7 mo
2 conditions:
- habituated to block moving, on test block moved opposite way
- habituated to direct launching, on test direct launch in reverse
Results: greater habituation for direct launching meaning perceive as 2 events

32
Q

Study: No, For Serious, Do Infants Perceive Direct Launch as Two Events

A

7mo
2 conditions:
- habituation: block changes color; test: direct launch
- habituation: direct launch; test: direct launch
Result: are actually perceiving 2 events

33
Q

Study: Do Infants Perceive Direct Launch as Causal?

A causes B or A then B

A

__

34
Q

Do Infants Perceive Mechanistic Cause?

A

7-month-olds perceive that a one block caused another to move under similar conditions to adults

35
Q

Study: Does Experience Help Infants to Represent Cause?

A

4.5-month-old infants
Randomly assigned to:
1. Wear red sticky mittens/balls with velcro
2. Wear boring red mittens/balls glued to tray
- Infants sat on caregiver’s lap and were given 4 green
balls
- Infants get to play with the toys for 3 minutes
Results: Infants who get experience with casual relationships between the objects they are watching represent cause
BUT
The representation is not strong
–> The effect goes away if infants wear blue mittens
and play with yellow cubes

36
Q

Categorization

A
  • grouping like things
    • Categories help us to manage and understand the world
  • depends on concepts
37
Q

Concept

A

mental representation that encapsulates properties, features, and structures that exist among members of a category

38
Q

How Do We Study Categorization by Infants?

A
  • Habituation paradigm

• Object-examining paradigm

39
Q

Types of categories

A

Superordinate (ex: animals) 3/4 mo
Basic (ex: dog) 3/4 mo
Subordinate (ex: poodle) 6/7 mo

40
Q

Study: When Can Infants Form Basic Categories?

A

3/4 mo
habituated to look at cats or horses
Results:
- horse: spent more time looking at cats, giraffes, and zebras
- cats: spent more time looking at horses and tigers, but not female lions
NOTES:
- can tell different types of horses/cats apart
- prefer looking at cats than horses

41
Q

Categorization by Preschoolers according to Piaget

A

only rely on visual features

42
Q

Categorization by Preschoolers

A

Children younger than 7 can categorize based on non-observable features
By age 4:
• Children use the function of an artifact to categorize it
• Understand that dogs are animals with dog insides, not just animals that have four legs and bark

43
Q

Induction

A

making inferences beyond the available evidence

44
Q

Study: Induction by Preschoolers

A

3- and 4-year-olds
• Showed them two objects and taught them a fact about each
• Showed a third object that looked like one object but belonged to the same category as the other
• Asked them which of the two facts applied to the new object
- if you don’t use same label, same results
Results: Preschoolers can draw inferences based on
categories

45
Q

Types of properties

A
  • Generalizable

- non-generalizable

46
Q

Second Study: Induction by Preschoolers

A

Preschoolers and second
graders
• Show them a picture of an object and teach them a
fact
• Sometimes those facts are generalizable Sometimes they are not
Results: Both preschoolers and second graders very
rarely generalized non-generalizable facts & were
sensitive to categories when generalizing

PSYC 304 (13 decks)

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