PSY/CLDP 3362: WEEK of 4-26
PSY/CLDP 3362: WEEK of 4-26 CLDP 3362.001
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This 3 page Class Notes was uploaded by Kimberly Notetaker on Saturday April 30, 2016. The Class Notes belongs to CLDP 3362.001 at University of Texas at Dallas taught by Dr. Meridith Grant in Spring 2016. Since its upload, it has received 11 views.
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Date Created: 04/30/16
Are some capabilities innate? - Associationist (e.g., Locke): Mind is a “blank slate” - Constuctivist (e.g., Piaget): Infants born with some capacities for learning and survival - Competent-infant (e.g., Spelke): Infants are born with a wide range of understandings Associative/Statistical Learning Research Design: IV and DV Longitudinal (testing the same group over time) and Cross-Sectional (taking the data all at once for different age groups) super popular for cog dev. Microgenetic (condensed longitudinal study); good for looking at academic skills Habituation/Preferential Looking/violation of Expectation Pros Cons Descriptive - Good first glance - No manipulation - Detail - Generalizing hard Correlational - Comparing things - Correlation does that can’t be not equal causation manipulated directly Experimental - Direct manipulation Toddlers and Television: Some take-home thoughts - Infants learn little from TV before about 18 months - “the video deficit” infants and toddlers learn more from people than tv - TV viewing has poetical implications that go beyond cognitive outcomes The Object Concept Piaget claimed understanding of objects emerges at 18 mos (e.g., A not B task) Violation of expectations paradigm supports developing understanding of physical world between 3.5 and 12 mos Manipulations of reaching tasks between 8 and 12 mos (tends to be later on than looking tasks) Criticisms of violation of expectations? o Passive task o Familiarity preference o Lingering visual memory trace (hasn’t actually become higher order thinking) The Rouge Task Mirror self-recognition/Mark test/Nose test o 6 – 18 m.o. don’t notice o 18 – 20 m.o. some notice o 21 – 24 m.o. most notice Results similar across cultures Some animals can do this too ASSIGNMENT 1: - Infants look longer when actor searches in box that is inconsistent with belief (i.e., rudimentary false belief) - Interpretations: o Intentional stance (infants view others as having mental states that cause them to act) o Teleological Stance (mind blind); they don’t actually understand how mental states relate to behavior Formation of Concepts: Defining features theory: necessary and sufficient Prototype theory: properties correlated, family resemblances, hierarchical Theory-based representations There are distributed representations at a neurological level Children’s Understanding of Death: Take home thoughts - Children are curious, learning about death from many sources - Knowledge of biology leads to a better understanding of death and may reduce fear - Attend to individual child - Should not ignore religion/spirituality - Can have dual representations Language: Statistical learning processes are important for language acquisition (aka associative learning) Terms such as “fast-mapping”, pragmatics, etc. Assignment 2 Social interaction really important too 1. Provide a language rich environment: extend discourse vs. prohibitions 2. Talk and play with children 3. Follow children’s interests 4. Language in context 5. “Strive for five” 6. Music (?) Social Cognition - Ability to understand the mental states… - 18 m.o….. - Passing false belief does not equal theory of mind Infantile Amnesia 1. Freud: Repressed memories 2. Sense of self 3. Neurological structures 4. Infants may focus on events differently, making retrieval difficult » May focus on learning routines… 5. Differences in encoding and retrieval » Females tend to have earlier memories than males AND females tend to have more advanced language develop than males » Magic shrinking machine (kids that were verbal at the time of encoding, they would do ok being tested nonverbally and verbally)…
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