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Year 2: Psychology of Thinking and Communication > Week 3: How Do We Speak Without Words? > Flashcards

Week 3: How Do We Speak Without Words? Flashcards

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1
Q

What is symbolic representation?

A

It is a process where one thing (an entity) becomes a symbol for something else

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2
Q

Is there such a thing as ‘non-alphabetic’ language?

A

No there isn’t

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3
Q

What is meant by ‘non-alphabetic’ language?

A

It refers to a type of writing system.

It is a large set of SYMBOLS - learning takes a long time

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4
Q

What is logographic learning?

A

Whole word learning

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5
Q

What is alphabetic learning?

A

Sounding out

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6
Q

Does the Japanese language have two types of scripts?

A

Yes.

  • Traditional script = Kanji
  • Easy alternative - Kana
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7
Q

What is Kanji

A

Logographic learning

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8
Q

What is Kana

A

Alphabetic learning

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9
Q

What does Ping (1994) state about Braille?

A
  • It takes OVER A YEAR for a blind child to learn the alphabet.
  • The letters are more similar
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10
Q

What is the habituation paradigm?

A

When you show something to a baby and eventually, they’ll get bored when they’ve seen enough of it.

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11
Q

How early do we learn numbers:

What did Antell & Keating (1983) find out about babies?

A

New-borns can discriminate 2 objects and 3 objects.

This doesn’t mean the baby can count but they can tell there is a difference.

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12
Q

How early do we learn numbers:

What did Starkey, Spelke & Gelman (1983) find out about babies?

A

Babies can also discriminate between sounds.

NOT JUST VISUAL PERCEPTION BUT ALSO AUDITORY.

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13
Q

How early do we learn numbers:

What did Wynn (1992) find out about babies?

A

Babies looked longer when the rules were violated in the experiment.

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14
Q

So can babies count:

What did Gallistel & Gelman find out about babies?

A

Children count mentally like an ‘accumulator’… SO NO, CHILDREN DON’T COUNT.

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15
Q

What is an accumulator?

A

A mental process whereby the children can estimate.

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16
Q

So do children have core number knowledge?

A

This ability is DEMAIN SPECIFIC – HARDWIRED FROM BIRTH

17
Q

So can babies count:

What does the constructionist approach argue?

A

Starkey & Cooper (1995)

Learning numbers is DOMAIN GENERAL

Their Research goes against the accumulator model

18
Q

Learning to count:

What does Gelman & Gallistel (1978) suggest about how we learn to count?

A

We need 3 principles to learn how to count:

  1. One-to-one correspondence
  2. Stable order
  3. Cardinality
19
Q

What is one-to-one correspondence?

A

When you are aware you have counted an item and don’t recount.

E.g.: 3 objects in front of me, and I count 3, I don’t recount any.

20
Q

What is stable order?

A

Counting in the correct order. E.g.: “1, 2, 3, 4, 5”

21
Q

What is cardinality?

A

Child has to recognise that the final number they count, is the total number

22
Q

What is the first number word a child says after the age of 1?

A

2

23
Q

Learning to count:

By the age of 3 what can babies do?

A

They can produce number sequences independently

24
Q

Does knowing a number sequence mean you know how to count?

A

NO!

Sometimes 4-year-olds can count accurately IF they have someone to help them, BUT CANNOT BY THEMSELVES

25
Q

Learning to count:

What did Fuson (1988) propose to help children count?

A

Counting is easier if objects are lined in a row.

26
Q

What is the counting all strategy?

A
  • Child is counting on their hand
  • Most often used by 5-year-olds
  • Can be used for subtraction
27
Q

What is the counting on strategy?

A
  • Counting all is difficult to use if sum is greater than 10.
  • Children learn that if they had to work out the sum 3+5, they can do 5+3.
  • Sign of an understanding of EQUIVALENCE
28
Q

What is the retireval strategy?

A

Answers for sums are replaced by retrieval

29
Q

What is Dyscalculia?

A
  • Like dyslexia but for numbers
  • 3-6% population
  • Difficulty understanding simple number concepts
  • Take much longer to do simple runs
30
Q

What are the symptoms of Dyscalculia?

A
  • Counting
  • Calculations
  • Numbers with zeros
  • Measures
  • Direction/orientation

THEY ARE FINE WITH CALCULUS

• Don’t affect all area of maths – can be great mathematician but hopeless at calculation

31
Q

Did Siegler and Jenkins (1989) propose the Microgentic method?

A

Yes

32
Q

What is the Microgentic method?

A

A method in which the same setting is studied repeatedly in order to observe change in detail.

  • Intensive trial by trial analysis
  • Aims to infer underlying representations & processes involved
33
Q

What is the ‘min’ stratgey?

A

an arithmetic strategy in which children faced with an addition problem start with the largest addend and count up from there. For example, for the problem, 3 + 2 = ?, a child would say “3… 4, 5.”

34
Q

What is subsitising?

A

When you are able to look at a group of objects and realise how many there are without counting.

  • This only works with small groups of numbers, as we can only subitise up to 5 things.
  • First introduced by Piaget.
35
Q

How many objects can adults subitise?

A

3-4 objects

36
Q

Can children subtitise?

A

Starkey and Cooper found:

  • 2.5 years not able to count
  • Reliable judgments up to 3 items
  • 4 or more items = performance at chance
  • Improves to reliable up to 4 items by 3.5 yrs
  • 5.5 years = No further improvements
37
Q

What is argued about how children’s counting skills arise?

A

From the ability to subitise

38
Q

Baroody and Ganon investigated children’s understanding of commutativity, they found this understanding preceded what?

A

The generation of the ‘min’ strategy

39
Q

What does commutativity mean?

A

With addition and multiplication of numbers, you can change the order of the numbers in the problem and it will not affect the answer.

Year 2: Psychology of Thinking and Communication (8 decks)

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