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Get Full Access to Introductory & Intermediate Algebra For College Students - 4 Edition - Chapter 1.3 - Problem 1.1.337
Get Full Access to Introductory & Intermediate Algebra For College Students - 4 Edition - Chapter 1.3 - Problem 1.1.337

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# In Exercises 4562, insert either or in the shaded area between each pair of numbers to

ISBN: 9780321758941 177

## Solution for problem 1.1.337 Chapter 1.3

Introductory & Intermediate Algebra for College Students | 4th Edition

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Introductory & Intermediate Algebra for College Students | 4th Edition

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Problem 1.1.337

In Exercises 4562, insert either or in the shaded area between each pair of numbers to make a true statement. 2 1.5

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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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