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PSY 340 Chapter 5

by: Taylor Russell

PSY 340 Chapter 5 PSY340

Taylor Russell
GPA 3.7

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About this Document

Knowledge and Memory Notes Galloti chapter 5
Introduction to Cognitive Development
Dr. Rebecca Gomez
Class Notes
Psychology, cognition, development
25 ?




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This 2 page Class Notes was uploaded by Taylor Russell on Monday March 7, 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 19 views. For similar materials see Introduction to Cognitive Development in Psychlogy at University of Arizona.


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Date Created: 03/07/16
PSY 340 Chapter 5 Knowledge of Objects and Concepts in Infancy Memory -episodic -semantic Knowledge -Objects Piaget (object permanence) Baillargeon (Impossible-possible task) Logic: if infants looked longer at the impossible event, they had object permanence 3.5 mo study: carrot remained same size, if it changed in size babies noticed Diamond (delay of B object, infants more accurate reaching for B when the delay is shorter, inhibition of response increases with age) Coherence: Spelke looked at coherence of an object, Slater did this with 4 month olds and newborns and found newborns preferred the complete rod over the broken Identity: knowing that an object persists from one moment to the next, requires infants to individuate objects Puzzle- infants look longer at the unexpected outcome -Modules and core knowledge approach language perception processes work independently of each other, and process info automatically categorization Four core modules Objects Actions Number Space Social Patterns(?) Modules are domain specific, task specific, encapsulated -Categorization mentally grouping objects together recognizing an object as an instance of a larger group we are able to apply existing knowledge to novel situations with the use of categorization Statistical learning: habituate to exemplars, choice test Eimas and Quinn (Habituation and dishabituation, distinguishing features of classification) Characteristics in young infants Familiarization: non obvious property Test 14-18 month old Categorization at abstract basis familiarization causal condition noncausal condition no outcome condition -Knowledge of number subtraction 6 month olds can count events Wynn studies: infants are using small number system to track objects (3 or less) Core magnitude system Distinguish larger numbers like 8 vs 16 but not 8 vs 12 Computational numerical abilities exist in infancy? 26 9 month olds addition and subtraction contour length dependent measure is the looking time implications: infants can perform numerical operations on large numbers, magnitude estimation system, can predict later competency Innate core knowledge of number Core system 1: magnitude number system Core system 2: small number system Performance in higher magnitude predicts later competency


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