Podcast
Questions and Answers
What ability do infants and some primates share regarding quantity representation?
What ability do infants and some primates share regarding quantity representation?
- Understanding of non-observable properties
- Ability to estimate approximate magnitude (correct)
- Exact calculation of large numbers
- Development of counting words
At what age do children typically begin to demonstrate knowledge of three-item sets?
At what age do children typically begin to demonstrate knowledge of three-item sets?
- Age 3 to 3.5 years (correct)
- Age 2.5 to 3 years
- Age 4 to 4.5 years
- Age 2 to 2.5 years
Which of the following is a characteristic of the Pirahã people's numerical abilities?
Which of the following is a characteristic of the Pirahã people's numerical abilities?
- They can comprehend abstract mathematical concepts
- They struggle with precise 1:1 numerical correspondence (correct)
- They use a complex system of base counting
- They easily track large quantities with high precision
How do cultural differences influence understanding of numbers, especially in Babylonian systems?
How do cultural differences influence understanding of numbers, especially in Babylonian systems?
What concept relates to a child's ability to understand deeper properties within the same category?
What concept relates to a child's ability to understand deeper properties within the same category?
What do constraints on learning primarily address in the context of information processing?
What do constraints on learning primarily address in the context of information processing?
What psychological concept explains how young children understand that a cow raised on a pig farm retains its inherent characteristics?
What psychological concept explains how young children understand that a cow raised on a pig farm retains its inherent characteristics?
In the context of core knowledge theory, what is indicated by infants' longer looking times at impossible events during the draw-bridge task?
In the context of core knowledge theory, what is indicated by infants' longer looking times at impossible events during the draw-bridge task?
What defines the ability of infants to respond to contingent events that suggest causation?
What defines the ability of infants to respond to contingent events that suggest causation?
What is meant by the term 'domain-general factors' in behavioral shifts according to information processing?
What is meant by the term 'domain-general factors' in behavioral shifts according to information processing?
What does the theory-theory concept emphasize in children's understanding of the world?
What does the theory-theory concept emphasize in children's understanding of the world?
Which of the following best explains the reasoning behind why children perceive a girl raised in a boy's environment as having 'girl-like' properties?
Which of the following best explains the reasoning behind why children perceive a girl raised in a boy's environment as having 'girl-like' properties?
What characterizes the concepts formed by adults according to the content provided?
What characterizes the concepts formed by adults according to the content provided?
Flashcards
Natural Kind Concepts in Children
Natural Kind Concepts in Children
Children, by age 4, can understand properties of objects that aren't directly visible (e.g., knowing that two items are from the same category even if they look different).
Analogue Magnitude
Analogue Magnitude
The ability to estimate approximate quantities.
Parallel Individuation
Parallel Individuation
The ability to precisely represent a small number of objects without difficulty, but tracking increases in error as the number of items increases.
Cultural Influence on Number
Cultural Influence on Number
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Number Development Stages
Number Development Stages
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Core Knowledge
Core Knowledge
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Induction in Development
Induction in Development
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Theory-Theory
Theory-Theory
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Intuitive Theory of Biology
Intuitive Theory of Biology
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Essentialism
Essentialism
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Concepts in Adults
Concepts in Adults
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Perceptual Categories
Perceptual Categories
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Core Knowledge Constraints
Core Knowledge Constraints
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Study Notes
Information Processing & Learning
- Learning is a problem of induction, requiring constraints.
- Core knowledge provides early, evolved solutions to developmental problems.
- Infants have expectations and respond to contingent events, suggesting causal understanding.
- Core knowledge is domain-specific (e.g., language, objects).
- Core knowledge isn't the sole explanation for development.
Induction in Development
- Causal Event (Leslie & Keeble, 1987): Six-month-olds look longer at causal events (small ball hitting big ball).
- Draw-bridge Task (Baillargeon et al., 1985): Infants show longer looking times at impossible events (violation of expectation).
- Core Knowledge of Animate Objects (Gergely et al., 1995): Twelve-month-olds show surprise at impossible events involving moving objects.
Theory-Theory
- Theory = Schema.
- Core knowledge forms a limited foundation for understanding.
- Children explain the world using deeper properties (rather than surface appearances).
Intuitive Theory of Biology
- Children move beyond surface-level reasoning, understanding the world abstractly.
Essentialism (Locke)
- Objects have inherent, unchanging characteristics, regardless of visual changes.
- This guides learning about categories.
Switch at Birth Paradigm
- Example: A cow raised on a pig farm still has 'cow-like' properties per the 4-year-old's view.
Information Processing & Development
- Development involves changes in representations and processes.
- Factors causing behavioral shifts can be domain-general or domain-specific.
- Core knowledge speeds up learning.
Concepts
- Concepts are constituents of thought.
Concepts in Adults
- Adult concepts are statistical summaries of characteristic features.
- Concepts are represented in multiple ways.
- Intuitive theories explain and predict aspects of the world.
Perceptual Categories (Quinn et al., 1993)
- Three-month-olds can categorize novel animals.
Sensitivity to History in 3-Year-Olds
- Four-year-olds understand non-observable properties.
- Four-year-olds can recognize deeper properties of objects even with visual differences (85%).
Natural Kind Concept Development
- Early perceptual categories develop quickly.
- Background knowledge affects later understanding.
- There is debate about whether this represents conceptual competence or learned performance.
Number
- Numbers are culturally and linguistically constructed.
- Systems like Babylonian (base 60) and Oksapmin (body-part based) exist.
- Two early number systems exist for representing approximate quantities.
Analogue Magnitude
- Ability to estimate approximate magnitude is present in infants, primates, and other species, but less sensitive than adults.
Parallel Individuation
- Precise representation of small object sets, breaking for more.
- Adults/infants track 1-4 objects easily.
- One-knowers: Age 2–2.5 years.
- Two-knowers: Age 2.5–3 years.
- Three-knowers: Age 3–3.5 years (Wynn, 1990).
Cultural Differences in Learning Number
- Pirahã people struggle with precise 1:1 numerical correspondence, but match visually.
- Analog magnitude errors increase with larger sets.
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Description
Explore the fascinating concepts of cognitive development and learning in this quiz. Delve into core knowledge, induction in development, and theory-theory as they relate to understanding childhood cognitive processes. Assess your grasp of how infants develop expectations and understand causality.
