Western cultures are less defined

Native American = More defined--blood relations matter a great deal

Realize that a cow raised by a pig would act like a cow, unless it had pig blood transfusion

Loving animals

Parents encourage it through reading and highlighting things in animals

Preschools don't know about genes

Plants aren't thought of as living things, not until 7 or 8 years old

5 year olds can be convinced if they realize that plants have goals, moving toward sun or venus fly traps

Informal beliefs about other people and their behavior

Infants understand this: understands intentionality towards goal, like finding crackers

Imitate intentions, not the actual actions.

Naive understanding of the relationsh between mind and behavior

Phase One: age 2 -aware of desires and they cause behavior

Phase 2, age 3: distinguish mental from fliteral world; no difference between thinking and acting out the thoughts

Phase 3, age 4: understand that their own behavior is based on beliefs about events and situations, even when beliefs are wrong

3.5 year olds think sally knows the marble is in the box, four year olds understand Sally's beliefs are incorrect

Cross cultural

innnate, spcialized module that aut recognized behaviors associated with different mental states

Example: autistic kids have no TOM and cannot understand other people

language devlops when TOM emerges, maybe language contributes to TOM, vocabular includees verbs of mental states

language predicts false-belief tasks results

in a few minutes, babies learned that kicking made the mobile move

Weeks later: babies forgot, but aftera  reminder (she moved the mobile herself with the string), the babies remembered to kick the next day

1. an event from the past remembered

2. over time the event cannot be recalled

3. a cue can bring back a forgotten memory

all at 2-3 months of age

Hippocampus and amygdala, at 6 months

Frontal cortex- which retrieves stored memory- comes in 2nd year

part of hippocampus takes 24 months too

techniques that improve remembering

used early

preschoolers look or touch objects they're supposed to remember

even high schoolers dont always use the best strategies

must decide if strategy is working

monitoring improves with age

elementary schoolers know what they don't know, but they can't focus on this material

child's informal understanding of memory

memory is fallible

some stuff easier to remember than others

knowledge and awareness of cognitive understanding

perception, attn, intentions, knowl., and thinking

skill at iding goals, selecting effective strategies and monitoring accurately, a dcharacteristic of a successful students

sometimes not learned spontaneously, but can be taught

memory structure used to describe the sequence in whic events occur

the list of events in walking a dog is a script

fewer entries and weaker links in younger children

so you remember the script instead of the individual components

if specific experience doesnt match a child's script, the experience is sometimes forgotten or distorted

memory of sign. events and experiences of their own lives

construct personal history

relate experiences to others

begins in preschool years, as people gain component skills and language skills

from parents, who talk about the weekend--children learn how to organize

elaborative story telling is less prominent in asia, so children remember less about their childhood there

can't remember early life

reliance on language to remember

no sense of self

children describe things that never happened: sexual assault

children retell stories as if they were actually there all the time, especially preschoolers, due to limited source-monitoring skills--can't remember who said what, and when confused, they assume they did it

warn children that the inverviewers try to trick or suggest

ensure the questions evaluate alternate explanations for what happened and who was involved

do not question repeatedly

transofrm the info in a problem into a mental representation

quite often, representaitons of problem are incorrect--fail to encode features, like the positions of pegs on a scale

why most children don't solve problems

believe they can:

solve by boldly forging ahead, without an explicit plans, like not reading directions

planning is hard, so if you fail, why waste the effort

children expect parents to solve it for them

if they're told to and the problems aren't too complex

but many problems are too difficult or pointless for them to plan

begins with problem-specific knowledge

determine diff. between curren and desired situations, then reduces the difference

used by preschoolers--move animal to its favorite food

rules of theumb do not gauarntee a solution but are useful in solving a range of problems

fast and require little effort

vs. analytic solutions

Collaboration

sometimes productive

a bit of a mystery

but among young preschoolers it fails, because they lack social and linguistic skills needed to be a part of a team

among olders, it's unproductive if no one knows what to do in the situation, works when you share responbiilty

teacher asks a question with an answer, and the students response is evaluated--emphasizedd indivual participation

in Mexico and Japan--students support their classmates, build their ideas and see classmates as resources

combined instead of evaluated independently, so the results are ambiguous

in adulthood, they use dependent and independent variables

avoid confounding

straightforward instruction

you can have word recognition without comprehension

snore secretary green plastic sleep trucks

improve from preschool onward

4 yeawr olds know about half the letters

learn when in literacy-related activieis

hear the distinctive sounds of letters is a skill known as phological awareness

do these words rhyme?  What's the first sound in 'cat'?

related to success in learning

inconsistent in the way letters are pronounced and how sounds are spelled

other languages are more consistent and map sounds to letters

reading outloud and for fun and teaching letter names and sounds lwhile reading

help with early reading skills--and extends to elementary-school years

1st step in actual reading--IDing individual words

"sounding out"

older kids do it with uncommon words

readers use context, easier to recognize the t in cast than in asct

sentence context: sentence puts limits on what the word could be

ex: the dog chased the cat or the last word is cat

first is easier to recognize

whole words on sight

repeated over and over

popular the last 20 years

learn to read is thought as natural through immersion

so teacher reads aloud or wrie their own stories, inventing new spellings

derive meanings by combining words to form ideas and then combine propositions

Tall Boy rode his BIKE

young writers write as they retrieve it from memory

- no structure, completely independent topics

deciding what information to include and best how to organize it for the point they wish to convey to the reader

what's the point of the writing?

and the information needed for this purpose

humor vs. persuasion

mechanics

grammar

capitlizatino

much slower than oral, when we don't have to pay attention to it

children spend so much time mastering print that they forget about other aspects of writing

spelling and good sentence structure are hard for younger writers

first draft = final draft for most young writers

and if they do make changes, they often don't make changes for the better

easier to find flaws in other writing than own

btter at revising when they recognize the topic and are familiar with it

planning, drafting and revising

the POW TREE

habituate to numbers, even as objects change

when they see a picture with three objects, after seeing three with two objects, they stare at it a long time. 

5 month old can distinguish 2 from 3, but not 3 from 4

probably perceptual

perceptive to shapes and color

maybe infants are senstive to quantity, and small numbers are fairly obvious to infants

number names must be counted in the same order

1,2,4,5 shows this

last number name differs from the prvious one by denoting the number of objects

typically repeat the last number counted, 1, 2, 4, 8...EIGHT

exposure to numbers

plural nouns--America, but not Japan

harder in English, eleven and twelve are irregular

decade names are vaguely similar to two, three, four\Chinese and Korean numbers match up perfectly

Asians count more accurately

some grasp of it, 2+4=4+2

but not good at placing digits on a number line (5 year olds)

1. count on finges from both hands

2. count both hands simultaenously

3. arithmetic instruction in first grade - counting mentally

4th and 5th grade-memorized single-digit integer addition tables--for easier problems

Singapore is higest

US in the middle

give teachers more time to prepare lessons and correct work

improve teacher training and allow them to work with more experienced teachers

organize instruction around sound principles of learning--multiple examples of concepts and giving adequate opportunities to learn skills

set high standards for children

More time in school (50% more than US) instruction is better organized and more challenging

more time on homework

parents have higher standards

parents believe that effort, not native ability, is the key to school success

prompted by Gardner's

ability to use one's own and other's emotions effectively for solving probs and living happily

perceiving emotions, understanding emotions, and regulating emotions

more satisfying relationships, higher s-e, and more effective in workplace

most of the research done with adults

schools should foster all IQs, rather than traditional linguistic and logical-math IQs

teachers must capitalize on the strongest IQs of individual children, without pigeonholing them

expose them to as many as possible

schools have embraced Gardner's idea

successful IQ comes from a people's pursuit of goals

goals vary from one person to the next and across cultures, ethinicities and races

analyzing problems and generating different solutions

different problems and different solutions

not unrelated, but somewhat related, not perfectly

so tests don't measure general intelligence only

difficulty of the problems that they could solve correctly

Binet and Simon disgtinguished between bright and dull children

the first standardized test of Intelligence in 1904

simply the ration of mental age to chronological age, multiplied by 100

IQ=MA/CA x 100

efficient and objective

it's still popular 80 years later

can be administered from 2 to adulthood, depends on age

preschoolers are asked to name pictures of familiar objects, string beads, fold paper into shapes

Older will define vocab, solve problems, decipher unfamiliar codes

subtests for verbal and performance skills

like standford-binet, administered to one person at a time

For infants

five scales, cogn, lang, motor, social-emotional, and adaptive behavior

ex: motor meaasures coordination, ability to manip.

6 mo. can turn head

12 can imiate examiner

16 should build a tower from 3 blocks

not from baby to adult scores

only correlates at 18-24 mos to adulthood

infant tests measure different abilities than tests gien to children and adolescents, emphasize senosorimotor skills and less on cognitive processes

Baley can at least show developmental problems in the future

IQ tests somewhat predict school grades and achievement effects

.5-.7

occupational success

more high-paying

regardless of education, within disciplines

improve precictions

measures child's learning potential by having them learn something new in the presence of the examiner and with the xaminer's help

based on Vygotsky's ideas of zone of proximal development and scaffolding

potential to acquire skill vs. static (current) skill

combine with classic IQ tests

adoptive study

but heredity is not the sole factor

parent's behavior

organized home

plenty of play materials = higher intelligences

better-educated families

movies TV and computer with incredible wealth of experience

fewer low IQ scores--improvements in healthcare

No. environment makes up these differences.

include test items based on common experiences from many ultures

patterns

although, ethnic differences remain

familiarity with test-items is not the key factor responsible for differences

self-fulfilling prophecy

knowledge of stereotype leads to anxiety and reduced performance

self-affirmation reduces the effect

some cultures emphasize collaboration

wary of questions from unfamiliar adults, more likely to say "I don't know"

but if they get to know test-giver, they are more at ease and les "I don't know"s

130 and up

traditionally academic skill, but now braoder, including art, music, creative writing and dance

child loves the subject and overwhelming desire to master it

instruction to devlop child's special talent begins at early age

parents committed to promoting their child's talent

it must be nurtured

like-minded peers

No.

More mature than their peers

fewer emotional problems

as adults, highly satisfied with careers, relationships and life in general

creativity

aim for not a single correct answer (b/c there often isn't one) but a novel and unusuall lines of thought

in children, measured by asking them to respond with many ideas to specific stimulus

name different uses for a common object or fill in the circles with drawings

substantially below average intelligence and problems adapting to an environment emerge before 18 years

70 or lower on Binet-Stanford

from interviews with parent or caregiver

25%

traced to biological or physical problem

like down syndrome

represents the lower end of the distribution of intelligence

not biological damage

less pronounced than organic

10% profound, severe and moderate retards

90% educatabley mentally retarded or milded

can work

some marry

comprehensive training programs

clearly menta

difficulty mastering subject

normal intelligence

not suffering from any other explanatory conditions, like sensory impairment or inadequate instruction

5% in the US 9 or 3 million youngsters

language, reading and arithmaetic

Reading is the most common learning disability

problems with phonological awareness

need to hear more of the word to recognize it

benefit from explicit, extensive instruction on the connections between letters and their sounds

however, scientists haven't ID's the perfect way to teach letter-sound correspondence

some people emphasize articulatory awareness, both methods work

refrs to the sounds of a language

english has about 45

study of words and their meaning

average english speaker has 150,000 words

refers to the rule of a language structure

most improtantly, syntax are rules that specify how words are combined to form sentences

building blocks of language, unique sounds that can be joined to create words

infants can distinguish them at about 1 month of age

sucking habituation

distinctions in one language may not be distinction in another

can tell all distinctions at 6-8 months, but at 10-12 months, cannot

how they tell words apart from each other

7-8 month old pay more attn to a word they've heard repeatedly

6 months, infants pay more attn to nouns, verbs, than function words, articles prpositions

know mommy and daddy

d follows s in new words only

9 months old know these rules

more likely to id novel word if the final sound of the preceding word occurs infrequently with first sound of novel word

motherese

exagerrated changes in pitch, loudness, slowly

expressive emotionally

more language clues

good examples of vowells

better babies at distinguishing speech

step 1 2 months

cooing

step 2, 6 months

babbling

dah

bah

single syllable of consonant and vowels

becomes more elaborate in coming months

precursor to real speech, not mindless, fundamentally linguistic, b/c opens slightly wider on the right side, due to the left hemisphere's control of language

babies in english display delcarative and questioning patterns in babbling

different intonations in different languages

babbling precursor to speech

producing dog

first dod

then gog

then dog

true in areas outside of language, like gestures before 1 years old

smack lips for hunger

wave for bye bye

18 months, children learn more words and object names than before

15 months, just 2 or three new ones a week

now 10 a week

children's ability to connect new words to their meanings so rapidly that they cannot be considering all possible meanings for the new words

so how do children only consider on interp?

follow parents lead

where parents look

not required though, children can learn words from conversaition

if they don't know the person, might not learn word, as if the person doesn't know what he's talking about

new word refers to the object that doesn't have a name yet

name refers to the hwole object, and to all objects of its type

if the object already has a name, that means novel name is a subobject

consistently to one word is a proper noun

infer that the verb refers to the action of the subject

if you know man and bats, you can figure out what juggling is, ing refers to ongoing actinons

can tell the difference between adjectives (they come before nouns), cateogries, and proper names

rapid growth coincides with language growth

language can express goals

more as you go along

first pay attn to attentional cues, move on to language and social clues

underextension

overextension

too narrow definitions

car only rfers to family car

overextension

too broadly

dogs refer to all four legged animals

more commonfast-mapping rule: if you can't remember the name of an object, say the name of a related object

more important than heredity in accounting for vocab size

find it hard to remember unfamiliar words

most imoprtant factor in developing vocab

the more they hear, the better

and when parents respond promptly to children's talk

name objects, persons or actions in vocabulary

language is an intellectual tool

some names but many social phrases that are used liek a single word, like "go away," and I want it

about enhancing interactions with others

describe pictures carefully

view television, like Sesame Street, not cartoons

helpful interactions

reading rich things

children are more likely to understand new words when in activies that force them to understand the meaning of new words and use them

other symbols

the model room

young hilcren don't understand the relationship between scale models and the objects they represent

3 year old finds hidden toy but 2.5 year old does not

they can't think about the interesting object and its relation to something else--they think the model as a real object

shrinking experiment

4 years olds can't understand 2D rep. of the world

but they can use simple maps to find objects, regardless of culture or upbringing, actually

like telegrams

only words relvant to meaning

1.5 year old, combine two words to make a simple sentence

agent + action or possesor + possession

agent and action

possessor and posession

action object

agent object

action location

entity location

attribute and entity

demonstrative entity

grammatical morphemes, words or ending of words (ing, ed, s) that make a sentence grammatical

2.5 year old

how do they learn?

they learn the general rule, learning different tenses of individual verbs would take a long time

Wug and Wugs - novel words

applying rules to words that are exceptions

mans

foots

easier rules are mastered earlier

discover the wh- words, but don't use them correctly, without changing the rest of the sentence

imitation

skinner

critics: sentences are novel

and when they imitate, they don't use correct adult grammar

chomsky

mechanisms born into them

semantic bootstrapping theory--born knowing that nouns refer to objects and verbs are actions

1. specific brain regions areinvolved in language processing (left hemisphere)

broca's area--combining words into meaningful sentences

2. only humans learn grammar regularly--master grammar rules, only with massive effort that is unlike a preschools' learning for grammar, couldn't product long non-repetitive sentences

3. critical period of learning devellopment 1-12 years

4. devloping grammar tied to devlopmning vocabulary

you learn words, its meaning, and how to use it in sentence

in bilingual children, the growth of grammar and vocab stays within language

adoption studies show that size of vocabulary, not their age, predicts the complexity of grammar

learned thru powerful cognitive skills, that detect patterns in speech, not specialized mechanisms

a huge excel spreadsheet and look for patterns int he mind

create rules after initial confusion

infants can infer underlying rules from a surprisingly young age

most eclectic

frombehaviorist, it takes environment

from linguistic--language learning is distinct

from cog--children have powerful cog skills to master language

grammar and from social interactions

both parties, adults and children, wnat to improve communication

conversations with cooing baies

parents can also carry on both sides of the conversation

non-western cultures don't do this

spontaneous turn talking is common at age 2

at age 3, children progress that if listener fails to reply, children will repeat himself

10 months

infants touch or point at object while looking at another person to get adult to do something

primitive, but it works

1st birthday - first talk about themselves, then talk about objects and abstractions

have to match their messages to listener and context - do this by preschool years

to an adult, talk more and use longer sentences

simpler grammar when talking to 2 year old and more attn-getting words

he be tired = he usually is tired

many AAs learn both, and they switch back and forth depending on the situation

toddlers are not good at it

unrelated replies

better at 3 yeras old

toddlers don't realize that messages are ambiguous

find the red toy, and there ll sorts of red toys but toddler will assume he or she knows what the person is asking for

only once they defy comprehension--like to quiet or too ambiguous or conflicting info - - do toddlers detect a problem

so preschoolers often miscommunicate

if a cat runs away, and the preschooler expects it to be inside, that's hard to understand and is confusing

trust parents more than peers

7-8 years old

b/c people have vested interests when they speak

trust third parties that are independent

devloping nonliteral meaning takes time

5 year old, can understand easy metahpor refering to the topic--"you're a fish"

children need content knowledge to understand metaphors

mocking or overly enthusiastic tones help children understand meaning

however, if it is only on context, only adolescents and adults understand the true meaning of the words

helps us adapt to environment

walking alone-->become more attentive to sounds that might signal a threat

avoid danger

experienced by people worldwide, and come with three elements:

1. subjective

2.physiological change

3. overt behavior

over emotional expressions

scowling, anger, happiness

but it's only one component, it doesn't mean they're actually feeling it.

physilogically, it follows adults too

when babies smile, the left frotnal cortex has more activiity, like in adults

worldwide, babies present similar emotions

2-3 months Joy

social smiling

social smiles--infants smile when they see another human face

possible comes with cooing

anger

(4-6 months)

food or toy is taken away

goal is frustrated

begins to fuss

depends on numbe of factors

1)whether environment is familiar and fearful

2. stranger's behavior--rush into it, or talk to parents and hand the baby a toy is better

adaptive, b/c it comes around just when babies can crawl

guilt

embarrassment

failure

success when meeting expectations

18-24 months

b/c the self devlops around 15-18 months

comparing results with the alternatives

age 7 (regret, but less relief)

gradschoolers experience regret and relief more often

fear--preschool children are afraid of the dark and imaginary children

school children have cogn. growth and understand appearance vs. reality, replaced with concerns about health, school, and personal harm

outward expressions are discouraged in Asia, so babies cry and smile more and anger in interpersonal

prid in one culture=shame in another, like coming in first place and showing it off

distinguish happy and sad at 4-6 mos.

seen in brain

also notice hwen an angry face makes happy voice

but do they actually realize it?

yes, it seems so, babies match their mothers' vibe

infants in unfamiliar or ambiguous environment lookk to parents as if searching for cues to help them interpret the situation

less likely to play with scary object if parent looks upset, but more likely if they're happy

infants can use expressions , facial or vocal, alone to decide

it's precise,

by 14 months, they remember, by 18 months gets more precise

kindergarten know that unpleasent events make people angry or sad

remembering sad event can make you sad again

worry that it will recur

some situations make people happy and sad at the same time

concrete operational stage

cultural standards for approrpaite expressions in particular settings

preschoolers get it

what experiences contribute to this::

hearing parents talk about their feelings

positive, rewarding relationship with parents, so there is a range of emotions giving the mmore opportunity to learn

divert fear by looking at less emotional stimuli, thoughts or feelings

strategies to reappraise the meaning of an event so that it provokes less emotion

begins at 4-6 years old, when confused or frightened infants look away, like how older people will close their eyes

24 months, distressed toddler look sad to attract mom's attention

leads to difficulty resolving conflicts that inevitably surface in peer relatinoships

harder to compromise when people get too angry

behavioral styles which are stable across situations and are biologically based

shy vs. outgoing

happy and cheerful,

regular reutines for eating, sleeping and ppoooping

unhappy

irregular schedules

intesnely to unfamiliar situations

less common, like difficult babies

unhappy, not upset by unfamiliar situations

more corr. in ID twins

depends on temperamental dimension and the child age

negative affect is more heredity in childhood than it is in infancy

positive emotionality reflects influences

less emotional when parents are responsive

intense, difficult temperaments when parents are abrupt in dealing with them and lack confidence

fearful are more likely to cheat when parents discipline emphasizes asserting power, "Do this now and don't argue!"

yet these children were the least likely to cheat when parents nurture and supportive

one allele more likely to oppose aggress with others

but if parents had program disenged to improve discipline by making parents more sensitive to child's needs, allele were less likely to oppositional

so thehy are particularly suceptible to influences

it's not a temperament gene

fearful preschooler swere unhibited adolescents

moderately stable throughout infancy

more likely, but it is not a sure thing

some infants are naturally disposed, and others can act in these ways,but only if it's nurtured by parents

resemble each othershare many dimensions in adulthood as temperament has in infants

blend of positive affect and activity level

inhibited children more likely to be introverted

but temperament can be poorly related with adult personality

no parents

were fed

slow mental development withdrawn and listless

no close social-emotional bond with adults

same with monkeys

offers protection and food

longer living

6-8 weeks

prenatal devlopment can recognize mom

infants behaviros elicit caregiving from adults

prefer main caregiver

can be consoled by parents

depend on him or her

singled out the attachment figure as a special individual

seek reassurance

mental representaitno of mother that she will be there when she needs her

cog and language skills and experience with primary caregiver

take intiiative, read me another story

undertsand parents goals to guide their behavior

can better cope with detachment

less than moms

how they interact--more time playing, while moms take care of them, read them stories, talk to them, show them toys

when distressed, infants go to mom

when wanting to play, infants go to dad

baby may or may not cry when mom leaves but when returns, baby wants her and if the baby was crying, it stops

60-65%

baby is not visibly upset when mom leaves, and when she returns, may look away

20%

good for studying attachment, but criticized for emphasis on separation and reunion as the primary means for assessing quality of attachment

appropriate response to spearation may not be the same in all cultures

now we use !-set cratings

predicts future parent-child relationships

but consistency is far from perfect

stressful life events are associated with insecure attachment in adolescenece, even if you were secure before

1st ex: of social relationships, basis for all later relationships

secure attachments have higher-qual friends and fewer conflicts

less beh. probs.

secure attachment promotes trust and confidence in humans, leading to more skilled scoial interactions

parents respond predictably and appropriately

 and satisfactory

less likely to devleop secure attachments when they slept with other chidlren, inconsistent attn when they became upset overnight

more likely to have secure when mom has 3 months of responsiveness training

infants can attach to caregivers who are emotionally involved and responsive

describe childhood exps objectively and value impact of parent-child relationship

likely to provide the sensitive caregiving that promotes seucre attachment

sensitive caregiving

grow up from attached relationships

insecure adults

dismissive: deny value of childhood and unable to recall experiences exactly

idolize parents

proccupied: describe childhood emotionally and often express anger or confusion regarding relationships with parents

fussy bbies are difficult to console and more prone to insecure

espeically when mother is rigid and traditional, who do not adjust well to erratic baby demands

but rigid moms can learn

father of cog. research

methodology

observe

classifcation

hhow do humans acquire knowledge

clinical interview skills

looked at errors

qualitiative diffs

broad

brief transitions

invariant sequence

no skipping

children's scheme:

they are scientists

how knowledge develops

assimilation and accomodoations

new exp. can't be incorp easily, so scheme must be modified

occurs with disequilibrum and radical change to get bak to equilibrium

and get a brand new scheme

Sensorimotor

0-2 years

schemes based on sensorimotor processes

a lot of development

lots of substages

reflexes

very few have purpose

become a little msoother and refined and coordinated

building blocks for cog. development, a little more goal oriented near the end

larger behaviors are coordinated

build up from smaller components action by accidents, then repeat it because it's pleasing (primary circular reaction) aka thumb sucking

secondary circular reactions--novel actions tryed out objects, NOT ACCIDENTAL

purposeful

object permanence, they lack it!

don't come until 8-1 year

teritary circular reactions

old behs. are tried with new objects (dropping diff. food from high chair)

A-not-B error

put toy in A-hole, then put toy in B hold, babies still look for it in A, so they dont have a ocmplete sense of obj. permanence yet

experimentation

purposeful still

right at locomotion and walking and motor skills

affords cog. opportunities

transition to new schemes with onset of language

old sensorimotor schemes aren't necessary anymore

beginning of symbolic representation

deferred imitation--can store mental represtnations for later

use symbols

imagination

egocentrism

inability to see something from other perspective

3 Mountain Task

focus on one perceptual feature of salient thing at the expense of other aspects

tall-fat glass scenario

pegs ona  scale

young don't have it-->part of centration, don't realize that physical characteristics of object don't change if appearance does

broad applicability to numbers, area, mass, liquids

dogs and cats

are there more dogs or animals

b/c that's easier to focus on than all the animals

picture of girl with rattle who is sad, but smiling not to hurt her uncle's feelings

7 year old gets it

understanding models

control: small scale room--where's Terry? No idea, don't realize it's a model

Experimental--shrinking machine.  Shrink Terry and shrink the rooom-->they find him

when they think it's the same room they find him

They don't understand the symbolism in the model, that is represents something else

identity A=A

reversability A--> A' and A'--->

Compensating

logic and mental ops

reversabiliity 2+4=6 and 6-2=4

operational schemas tied to real world

thinking isn't as egocentric

difficulty abstract thinking

4. formal op

adolescent onward

abstract

hypothetical

deductive reasoning

tasks looking at transition from 3 to 4

Syllogism

1. factual and counterfactual

young concrete operational can't speculatie, but formal operational can

Tools dance

Hammer is a tool

Can a hammer dance/

which string and weight will swing the fastest

concrete investigate randomly

formal op. approach it systematically

connected domains

active child

discontinous

founded field of cogn. development

empircially based

observe

emphasize errors

stimulated research

"active child, in contrast to Bism and influence of parents n educators

underestimate infants and preop children when it comes to object permancence

overestimate ads. and adults

overemphasized 'consistency in thinking'

underemphasized training

vague

de-emphasized role of soc. and cultural environment

"consistency" of thinking

aka broad applicability

Siegler

7 years shown probes

breaks down probe solving into different strategies (1= simple, 4 complex)

Weight shadows, probability

results show that rules are all over the place with each task, no consistency in strategies

impssible situation that flattens a box

infants watch this more, demonstrating obj.permanence

typical conservation tasks or with training

training produces results from 0% to 90%, and it transfered to other categories, like Mass and liquid, somehwat

Boche

Egocentrism in Preop

with different objects that discriminantly different from each other

4.5 year olds are better than 3.5 year olds, but not by much

b/c situation is easier to discriminate, they are not as egocentric

class inclusion in preop-Tatarsky

5 year olds

how many red and black blocks, there's a typical result due to centration

but if you only have one side colored, you've created an other salient feature (woodenness) which overrides the color feature

deduction in preo-op

hawkins

factual, counterfactual and Fantasy

4.5 year olds

ABC to ACB

Counter from 5 to 35 percent

Fantasy from 75 to 90 percent

Neo-piagetians

qualitiy stages in cog. development

not pbraod applicability

diff areas of cog develop at different rates

WM capacity of efficiency

more specific that Piaget

'active child

emphasizes sophistication of thinking that have important evolutionary history

different from Piaget

innate knowledge systems that are specialized and help deal with world

1)physical knowledge

child is a physicist

naiive physics

show infants possible v. impossible events and measure looking time

look longer at box without support

understanding of living and non-living

hopping frog v. hopping car

cars can't self-locomote

cut heals itself

3 year old can't say whether plan is living or not

False belief task

hard to understand that people's actions are goal oriented

and that people can have false beliefs

understanding others' thoughts and intents

3 y-o doesn't have TOM

4 dos, realize that Sally has a false belief

adult does like goldfish

infants will give the broccoli when they "ask for some"

at 14 mos. they give them golfish

time 1: toy in bowl photo

time 2: toy in purse

doesn't involve other people's perceptions, unlike Ann and Sally

autistic people have No TOM,suck at marble study but are good at the false photo task

Brain mechanism, the TOM module

social interactions--why autistic kids have probs

processing skills--develops with other cogn. skills

continuous development

children are social beings, Piaget didn't talk about this

social exchange leads to cogn. development

culture defines what cogn. tools you need

zone of proximal development

r

range of abilities child has bottom alone to top, with someone's help

changes over time and development

type of help children get

parents should provide the strcuture

puzzle: lot of support for color for youngsters

point, then windraw for older

provide theme tasks at high end of zone to enhance cog. devlopment, while providing support

scaffolding varies across culture

Private speech

relation betwen language and thought

internal speech mediates thought, as pposed to language, which is a soc. exchange

private speech guides beh.

outloud at first, internalized in adulthood, representing a huge cogn. development

except when things get difficult, and you think out loud

computer hardware and software

input->sensory mem->WM(-> Response)-><-LTM

only and all components interact and change with age

1) general processing speed/automaticity

2) WM capacity

3) executive and inhibitor

is there such a thing?

same name, different physical

banana and peeled banana

rotating letters

seems to be general, some curve

can be used to underly cogn. processing

quantitative, so not Piagetian, but there is broad applicability

what's in consciousness

cnetral exec. coordinates verbal slave and visuo-spatial slave

limited capacity

spacial and verbal both increase at relative linear rate

Hitch and Halladay (5 and 10 year olds) shown pics

Phon. and Vis. Different

Phon. Diffe, Vis. Similar- 5 years are better

Phon. Similar, Vis. Diff-10 y-os are better

different strategies

inhibitory control

children are terrible at this

7 and 13 year olds

remember location of rel. toy and irrel. toy

13 are better at finding rel. toy, 7 years are better at irrelevant toy b/c they attend to all sorts of things

grade 3 - simple memory tests

rehearse it outloud

repat each word after it's given, only most recent

grade 8 - rehearse all items, recent and oold

semantic memory in children

dinosaurs

5 y-os have domain specific

sort by similarity

can be organized if interesting

5th gradrs categorized for recall

mem. test 2: recall classmates names

1st = 5th grade ,b/c both groups organized the rooms with different strategies, like seating arrangement

1. control

2. stereotypes

3. suggestions

4. stereotypes and suggestions

progress to report more false memories about clumsy Sam

for 3, 4 and 5 year olds, although 5 year olds less so

tell them they might be tricked

only tell children what actually happened

do infants have numericy?

Wynn 1+1=2

mickey mouse behind screen, then another

2 dolls or 1 doll after screen drops

spends more time looking at 1, violates assumption

don't understand 1 and 2, but they understand more and less

effect is sseen for subtraction

over 3 to 4 items, it's harder for them to make the distinction

1. numerating, one to one mapping on objects

2. stable order (one two three four, skipping numbers is done consistently)

3. order irrelevance

left to right, even if you mix up order of pics

4. item indifference

4 penguins and a candle is 5 items

5. cardinality rpinciple

last number represents the total.

comparing 1 to four is easy, but harder to compare 3 and four

less perceptually discriminat

2.5-3.5 years old

counting doesn't mean they fully grasp numerosity

given the puppet 2 toys is easy

give him 4 is harder

counting strategy progression

3+5

1. fingers

2. count fingers w/o counting slowly

3. short cut sum

 (1....8)

4. sum from first (3...8)

5. Min (5...8_

6. Retrieval

against piagetian broad applicability

change over time during a problem

vary from kid to kid

china and US

same counting to 9, harder afterward, b/c they're new words in english

asians are top, US near bottom

why?

attitudes are different

in textbooks

asians spend more time in school, doing HW

empahszie speed and rote reptition

US emphasizes application

ASZn better at computational and problem solving

1. knowledge of letter sand features (graphing)

2) phonological awareness

3. word recognition

1st. sound out

then top down

then direct retrieval

b/c we think of intell. too broadly

1. linguistic

2. logical math

3. spatial

4. musical.

5. bodily kinesthetic

6. interpersonal

7. intrapersonal

8. naturalistic

9. existential

some more correlated with others

schools fdraw upon these IQs to develop curriculum

emphasizes processes

concerned with cultures' influences on intelligence

contextual

adaptive

experimental novel situations

automatic performance

analytic sub theory

component

selecting and organizing basic cogns.

how reliable is intelligence?

1 y-o

no correlation

@older age--> correlation grows, like .8 at 15 years old

b/c the way we measure intelligence changes with age

nature or nurture with IQ?

both

Nature

biological and adoptive mom

grows stronger the older

Nurture

MZ twins correlate more when raised together, just like with siblings

Carolina Abecardarian Project

intervene early w/ quality preschool cogn-enrichment prgoram

parents are 85 IQs and low incomes

from 4 mos. to 5 years

at 3 years, exp>control IQs

over time, treatment always outperformed, even after the experiment was done

although both groups were parallel and trended down

last change

but they both still fall

by age 15, fewer held back, fwer placed in special education.

comes before producing speech

phonemes

across all langs

elementary vowell and consonant sounds

groundwork for perceiving speech comes from picking up sounds

sucking rates measured-->infants suck more when they hear something novel

before--infants perceive categorically and nearly every distinction in speech

Core Knowledge Theoriests-infants come into the world with linguistic knowledge

post-tune

infants distinguish phonemes of own language only after 6-8 mos.

like pruning in human/monkey face exp.

sensitive to stresses

locate co-occuring patterns

motherese

infant directed speech

sexagerrated, sing-sony, slower, high pitched make sounds high pitch

draw infants' attention

stage 1 (2 mos and younger)

reflexive vocalization

type of communication

diffrent cries

pain gasps

hugnry

elongated vowel sounds

parents talk back, and that's important, b/c it sets up the social function of language

babbling

bah, dah

not necessarily saying mom and dad

add a consonant to a coo

deaf infants

babble, but not reinforced, so they actually sign silent babbling with their hands

stage 4 (6-10 mos.)

reduplicated babbling

like practice

dadadadadadadadadada

stage 5 (10-14 mos.)

non-reduplicated babbling

different syllables are combined

language-like in rhtyhm and sound

around first birthday

come out of babblings

contextual-->they're using the words

dada mama go

18 mos. - 15-20 words

2 years - few hundred

5 years - 10,000

very sensitive to what parents' attn is on

parents have to look at object, infants pay attn to social/pragmatic  cues in language

pick up words and what parents think of them

how infants learn words

1. words apply to whole object

2. sentence cues

ex: chromium

they pick it up quickly and remember it a week later

under and overextension

over is more common

self-explanatory

kids don't always know the word, so they say something similar

speaking in sentences (18-24 months)

telegraphic speech -->b/c it's like a telegraph

agent + action

action + object

agent + object

due to learning the rules

Wug and Wugs

it's a nonsense word, so you know you're not just imitating adults

-ed to denote the past tense on everything

irregular words

fish

foot

goed

before 3 years they might use correct form due to imitation, but not after they learn the rules

nope

just the 'truth value'

correct false statements