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PSY 340 Chapter 8

by: Taylor Russell

PSY 340 Chapter 8 PSY340

Taylor Russell
GPA 3.7

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About this Document

Chapter 8 covers conceptual development and reasoning
Introduction to Cognitive Development
Dr. Rebecca Gomez
Class Notes
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This 2 page Class Notes was uploaded by Taylor Russell on Sunday April 17, 2016. The Class Notes belongs to PSY340 at University of Arizona taught by Dr. Rebecca Gomez in Spring 2016. Since its upload, it has received 4 views. For similar materials see Introduction to Cognitive Development in Psychlogy at University of Arizona.


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Date Created: 04/17/16
PSY 340 Chapter 8: Conceptual and representational development & representational development in early childhood Conceptual Development  The knowledge base o Most areas adults know more, however children outperform adults in their expert domains o Example: 10-year-old chess pros  Symbolic representations o Representational insight: realization that one thing is a symbol standing for something else o Dual representation: cognitive ability to think about one thing in two ways o Representational specificity: understanding a symbol as a key for drawing inferences  Concept views o Traditional: concepts are mental structures that are more than just sensory representations o Modern: cog-neurosci suggests concepts are based on distributed representations that can capture developmental processes  Categorization o Appropriate response to grouped items o Fundamental to cognition, lang, perception o Expanding upon existing knowledge  Object recognition, numerical cognition, transfer of learning o Category Levels  Superordinate (*think super- ordinary*): extremely vague level  Basic level: more specific than superordinate  Subordinate: referring to a very specific type o Quantitative Enrichment  Gradual accretion of perceptual information during infancy  Language provides important input for transition from percepts to concepts Reasoning  Reasoning: thinking that involves principles of logic o Deductive Reasoning: general principles to specific  Conclusion follows logically with certainty from the premises o Inductive Reasoning: specific principles to general  Conclusion follows probabilistically from the premises  Number reasoning o Conservation task o Gelman: magic experiments  Piaget says that without concept of number, the children should treat all “transformations” the same, so they would track number of items o Counting  One-One principle: “tick” per item  Stable-order principle: count words are assigned to each object  Cardinal principle: final number represents number of items in a set  Abstraction: any group of items can be counted regardless of type or if they are physically present  Order-irrelevance: enumeration of items in a set does not affect the number of items in the set o Core Magnitude  Infants born with a core number system to track large numbers  Compare numerosity of two sets without counting individual items of a set


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