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PSYC20008 Cognitive Development: Core Knowledge Theories

PSYC20008 Cognitive Development: Core Knowledge Theories

Explore core knowledge theories in cognitive development. We'll cover details of Piaget’s sensorimotor stage and the core knowledge infants possess. Also we will compare core knowledge and Piagetian accounts of infancy. Read chapter 2 for more details.

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PSYC20008 Cognitive Development: Core Knowledge Theories

Quiz • 25 Questions

PSYC20008 Cognitive Development: Core Knowledge Theories - Flashcards

Flashcards • 21 Cards

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4 min • Summary

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List of Questions25 questions
  1. Question 1
    • Infants are born with a blank slate, and all knowledge is acquired through general learning abilities and environmental interaction.
    • Infants acquire knowledge primarily through imitation, with little to no influence from innate systems.
    • Infants possess general learning abilities but lack domain-specific innate knowledge for rapid information acquisition.
    • Infants are born with innate knowledge in evolutionarily important domains, alongside general learning abilities.
  2. Question 2
    • Abstract logical reasoning and problem-solving.
    • Agents and their goal-directed actions.
    • Objects and their mechanical interactions.
    • Number and magnitude.
  3. Question 3
    • They are highly adaptable to any environmental input, regardless of its evolutionary importance.
    • They develop entirely through exposure to complex social interactions, without any innate foundation.
    • They emerge later in development, after infants have acquired sufficient general learning skills.
    • They are uniform across all infants, irrespective of cultural background, forming a basis for future learning.
  4. Question 4
    • As predetermined entirely by genetic factors, with no environmental influence.
    • As a series of discrete, discontinuous stages.
    • As a continuous process shaped by innate systems and general learning abilities.
    • As primarily driven by external reinforcement and punishment.
  5. Question 5
    • Infants are biologically equipped from birth to actively acquire knowledge using domain-specific core knowledge systems.
    • Infants exhibit active learning only after they have developed language skills.
    • Infants' active learning is solely dependent on explicit teaching from caregivers.
    • Infants passively receive sensory information and gradually build knowledge.
  6. Question 6
    • Interviews and verbal reports from infants.
    • Physiological measurements like heart rate and brain activity during sleep.
    • Longitudinal studies tracking motor skill development.
    • Habituation and preferential looking methods.
  7. Question 7
    • The infant attempts to physically interact with the impossible event.
    • The infant exhibits no change in looking time between possible and impossible events.
    • The infant shows a decreased looking time compared to a possible event.
    • The infant looks longer at the impossible event compared to the possible event.
  8. Question 8
    • Objects can interact at a distance without physical contact.
    • Infants can represent only about 3 objects at a time.
    • Objects move on connected, unobstructed paths.
    • Objects move as connected and bounded wholes.
  9. Question 9
    • They are learned through extensive visual experience.
    • They are not dependent on prior visual experience.
    • They are dependent on advanced motor skill development.
    • They emerge only after the acquisition of language.
  10. Question 10
    • By asking parents to report on their infant's understanding of addition.
    • By measuring infants' looking time at both possible (2 objects) and impossible (1 object) outcomes.
    • By testing infants' ability to count the objects after the screen dropped.
    • By observing if infants verbally stated the correct numerical sum.
  11. Question 11
    • React-oriented and stimulus-driven.
    • Primarily for self-entertainment without external purpose.
    • Goal-directed and achieved by efficient means.
    • Random and unpredictable.
  12. Question 12
    • Object permanence.
    • Number and magnitude.
    • Spatial layouts.
    • Agents' goal-directed actions.
  13. Question 13
    • The color of a person's clothing.
    • The language spoken by a person.
    • The person's preference for certain toys.
    • The individual's height and weight.
  14. Question 14
    • Their sensitivity to linguistic cues for group membership.
    • Their innate ability to learn multiple languages simultaneously.
    • Their developing phonological awareness.
    • Their preference for familiar sounds over novel ones.
  15. Question 15
    • It can be applied to any learning situation indiscriminately.
    • It is a general learning ability that develops with age.
    • It only applies to academic subjects like mathematics or reading.
    • It is limited to understanding concepts within a particular area, such as objects or social partners.
  16. Question 16
    • It requires explicit instruction to perform specific tasks effectively.
    • It is primarily used for complex tasks, not simple ones.
    • It focuses on solving a limited set of problems, like discriminating between one and two objects.
    • It serves a broad range of developmental tasks without specialization.
  17. Question 17
    • It is highly dependent on other cognitive systems for its operation.
    • It can interfere with the proper functioning of other cognitive systems.
    • It integrates seamlessly and indistinguishably with all other cognitive processes.
    • It operates with a fair degree of independence from other cognitive systems.
  18. Question 18
    • It suggests infants have no prior expectations about the world around them.
    • It solely indicates what an infant is unable to understand at an early age.
    • It demonstrates infants' disinterest in novel stimuli and unexpected events.
    • It motivates further exploration and helps infants construct new understanding.
  19. Question 19
    • Piaget's theory describes random development, while core knowledge theories suggest a fixed sequence.
    • Both theories propose identical, invariant sequences of development.
    • Piaget described continuous development, while core knowledge theories emphasize discontinuous stages.
    • Piaget focused on discontinuous stages, while core knowledge theories emphasize continuous development.
  20. Question 20
    • Neither theory attributes any innate skills or capabilities to infants at birth.
    • Piaget focused on limited innate skills, while core knowledge theories propose sophisticated innate skills extended by interaction.
    • Piaget argued for sophisticated innate skills, whereas core knowledge theories emphasize limited innate abilities.
    • Both theories suggest infants have limited innate skills, relying mostly on environmental construction.
  21. Question 21
    • Piaget considered development domain-specific, while core knowledge theories viewed it as domain-general.
    • Both theories agreed that cognitive development is entirely domain-general.
    • Piaget's theory described development as domain-general, whereas core knowledge theories emphasize it as domain-specific.
    • Neither theory addressed the concept of domain-specificity in development.
  22. Question 22
    • Primarily through positive reinforcement from caregivers.
    • Through a direct biological need to explore and understand.
    • Only within structured educational settings, provided by educators.
    • Violation of core knowledge expectations motivates curiosity and further learning.
  23. Question 23
    • Passive Observation.
    • Active Child.
    • Stage-Specific Development.
    • Reinforcement Learning.
  24. Question 24
    • Preferential looking.
    • Object permanence tasks.
    • Operant conditioning.
    • Conditional learning.
  25. Question 25
    • Looking longer at the impossible event where the screen passed through the box's space.
    • Looking longer at the possible event where the screen stopped at the box.
    • Crying when the box appeared to disappear.
    • Reaching for the invisible box.
List of Flashcards21 flashcards
  1. Card 1
    HintThink about what infants already know when they are born.Memory TipInnate knowledge guides learning.
  2. Card 2
    HintThis domain relates to how things move and connect.Memory TipObjects move predictably.
  3. Card 3
    HintConsider why people do what they do.Memory TipActions have purpose.
  4. Card 4
    HintThis domain involves early numerical sense.Memory TipCounts and sizes.
  5. Card 5
    HintThink about how things fit together in space.Memory TipShapes and positions.
  6. Card 6
    HintThis domain deals with early social understanding.Memory TipWho is like me?
  7. Card 7
    HintKnowledge is focused on particular categories.Memory TipSpecific areas of knowledge.
  8. Card 8
    HintInfants are not passive learners.Memory TipBabies are born learners.
  9. Card 9
    HintHow do researchers observe infants' understanding?Memory TipLook longer at new.
  10. Card 10
    HintThink about the rotating screen and the box.Memory TipSurprise at impossible.
  11. Card 11
    HintThe object system helps with objects, not liquids.Memory TipNarrow focus.
  12. Card 12
    HintThe number system discerns quantities, not counting words.Memory TipLimited problem solving.
  13. Card 13
    HintDyscalculia and autism show this.Memory TipIndependent functions.
  14. Card 14
    HintWhat makes an infant curious or want to learn more?Memory TipSurprise fuels learning.
  15. Card 15
    HintCompare this to Piaget's views on stages.Memory TipSmooth learning curve.
  16. Card 16
    HintBabies understand why adults do things.Memory TipGoals and efficiency.
  17. Card 17
    HintThink about the blue stick wiping on the box.Memory TipCopying unnecessary steps.
  18. Card 18
    HintThink of cognitive growth as a set of separate steps.Memory TipStairs of development.
  19. Card 19
    HintBoth Piaget and Core Knowledge theories agree on this.Memory TipInfant explores, learns.
  20. Card 20
    HintCognitive skills are universal, not specialized.Memory TipOne skill fits all.
  21. Card 21
    HintContrast this with Piaget's view of general skills.Memory TipSpecialized smarts.

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