Psych 350 1st Edition Exam 3 Study Guide Lectures 11 21 Infant Cognition pages 205 224 Rovee Collier contingency learning paradigms conjugate reinforcement paradigm with young and older infants approximate description of length of memories as infants develop Conjugate reinforcement paradigm conditioning procedures used in memory research with infants in which children s behavior for example kicking control aspects of a visual display Around 3 or 4 months of age infants will associate some of their actions to some environmental outcomes Examplecan use infants as young as 2 to 3 months tie a ribbon to their ankle that is connected to a mobile suspended over a crib it does not take long for the infant to learn that the mobile moves when they kick their feet they soon make repeated kicks controlling the movement of the mobile overhead in a typical experiment the ribbon is not attached for the first three minutes providing a baseline for the next nine minutes the ribbon is tied to the mobile and the infant learns to kick to make the mobile move several hours or days later the infant returns but the ribbon around the r ankle is no long attached to the mobile figure out if they baby will remember the situation and continue to kick or will the baby kick the same as the baseline kick 3 month old can remember the action from 8 days some showing up to 2 weeks baby 1 year of age memory last about 2 months older infants who can walk or crawl do not cooperate they do a train experiment they watch a train they press a lever and the train will move around the track they then have the infant come back at a later time and the lever is not connected to the train so they see how many babies associate the lever with the train Bauer deferred imitation paradigm as an index of memory Deferred imitation imitation of a modeled act some time after viewing the behavior Deferred imitation is a reflection of memory an infant watches a model perform some novel action pressing head against a panel to make a light turn on sometime later infants are given the materials and have the opportunity to replicate he actions they had witnessed earlier infants who saw the model behavior earlier are more likely to perform the ask better than baseline infants Habituation dishabituation and the development of the violation of expectation paradigm Violation of expectation method based on habituation dishabituation procedures techniques in which increases in infants looking time at impossible events are interpreted as reflecting a violation of what they expect to see if infants see an even that deviates from what they exact they should look longer at that event than at an expected event visual illusions image with a square and 4 pac man adults see a square and want to see if baby sees the square or not they will show a real square at the same time and if the baby does not dis habituate then the can see both squares after 6 months they can see the squares rod experiment see a solid rob and then if they thought it was a solid rod then they do not dis habituate at 8 months the child think it is a solid rod Why the findings with the violation of expectation paradigm were so influential the violation of expectation method does more than simply inform researchers that infants can tell the difference between two stimuli and variants of this method have been frequently used to provide insights into the infant mind Basic understanding of Core Knowledge theory object constancy object permanence core knowledge expression used by some infant researchers to refer to the set of knowledge that young infants possess in certain domains including objects people and social relations numbers and quantities and geometry 1 2 3 4 inanimate objects and their mechanical interactions 2 Persons and their actions 3 Number representation 4 Geometry of the environment object constancy the knowledge that an object remains the same despite changes in how it is viewed example from a different perspective or distance object permanence the knowledge that objects have an existence in time and space independent of one s own perception or action on those objects example put sheet over a toy and see if the infant know where it is six month old infants will retrieve a partially covered object and by 8 months they ill retrieve a fully hidden object six month olds will not be able to recognize that an object is in existence when It s fully under a cloth A not B task 12 months can solve 4 8 months infants will retrieve an object if it is partially hidden 8 12 months they can retrieve a hidden object but fault at A not B 12 18 months infant can solve A not B 18 24 months infants understand the invisible displacement in which they retrieve an object hidden in a container that is then placed unbeknownst to the child in a second container Meltzoff newborn and older infant imitation experiments Why were these important If an adult sticks out their tongue at a baby continuously the baby will eventually stick their tongue out as well 7 7 Piaget pages 230 247 0 Schemes adaptation organization accommodation assimilation 7 Scheme an abstract representation of an object or event 7 Operations types of cognitive schemes that are mental that is require symbols derive from action exist in organized systems and follow set of logical rules most importantly that of reversibility 7 Adaption the process of adjusting one s cognitive structures to meet environmental demands includes the complementary processes of assimilation and accommodation 7 Assimilation the process of incorporating information into already existing cognitive structure 7 Accommodation the process of changing a mental structure to incorporate new information 0 Stages of development and approximate ages 7 Sensorimotor stage 0 2 years of age 7 Preoperational stage 2 to 7 yeas of age 7 Concrete operational stage 7 11 years of age 7 Formal operational stage 11 16 years of age Development during the sensorimotor period search 7 means ends behavior A not B error object permanence deferred imitation Development general kinds of change a reflexes followed by coordination of sensory perceptions and simple motor behaviors b knowledge of physical world expands beyond self c increasingly adaptive ways of acting upon the world d knowledge remains limited to action Object permanence assumptions about objects physically independent take up space independent of our actions on them an object s actions are independent of our on piaget s