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CHAPTER 7: CONCEPTUAL DEVELOPMENTUNDERSTANDING WHO OR WHAT- Perspectives:o Nativist- argue that innate understanding of concepts play a central role in development, early understanding is possible only because children are born with an innate basic understanding of human psychology Core knowledge theorists: biological predispositionso Empiricists- argue that concepts arise from basic learning mechanisms: experiences with other people and general information processing capacities are the key sources of the early understanding of other people Piagetian theorists- physical interaction with objects Info processing theorists- basic processing skills Sociocultural- interactions guide attention- Dividing Objects into Categorieso Perceptual Organization- grouping together of objects that have similar appearances (color, size, movement)  Often categorize based on parts of objects rather then on the object as a whole  As children approach their 2nd birthday they form categories based off of - SHAPE- FUNCTION- KNOWLEDGEo Category hierarchies- categories related by set subset relations and increase in understanding of causal connections  Superordinate level- most general Basic level- middle Subordinate level- most specific Ex: Wugs and gillies: children who were told WHY they have physical features were better at classifying pictures into appropriate categories and show that they understand different categories and their causal relations - Knowledge of Other People and Oneselfo Naïve psychology- understanding of other people and oneself. (3years)  Infancy- show early interest in people- Imitation- forms bonds and encourages people to interact with them more- Intention- desire to act in a certain way- Joint attention- two or more people focus intentionallyon the same referent- Intersubjectivity- mutual understanding that people share during communicationo Theory of Mind- well organized understanding of how the mind works and how it influences behavior Wellman model- perceptions beliefs; basic emotions/psychology desires, and desires and beliefs reactions False belief problems- tasks that test a childs’ understanding that other people will act in accord with their own beliefs even when the child knows that those beliefs are incorrect (smartiesexample: other person will say pencils! WRONG, they’ll say smarties) TOMM- brain mechanism that is devoted to understanding other humans based on interactions- 2 year olds- understand that desires actions (broccoli study) but not that beliefs actions- 3 year olds- Desires and beliefs action but difficulty with false belief problems- 5 year olds- find false belief problems very easyo Growth of Play Pretend play- make belief activities in which children create new symbolic relations (18mos)- Object substitution- form of pretend where an object is used as something other than itself.  Sociodramatic play-activities in which children enact mini dramas with other children or adults (doctor) Life status- life status of plants is challenging even though many know they grow and die they do not necessarily believe they are alive. (movement indicates life) Egocentric representations- location of objects are coded relative to the infants immediate position at the time.  Counting- one-one correspondence, stable order, cardinality, order irrelevance, abstraction- What gives rise to Folk Psychology:o Spontaneous and universal in typical humanso Same progression occurs across cultureso Domain general general cognitive abilities (exec functions, imagination)o Domain specific core knowledge/TOMM is INNATE or “theory”o theory it is build through experience.  Children build theories in the same time frame  Childrens theories of mind undergo a change Early intention reading predicts later false belief reasoning (continuous) Individual variation in rate of theory of mind emergence correlates with variation in experienceMEMORY- Memory processes:o Encoding- the process of representing in memory information that draws attention or is considered importanto Storage/consolidationo Retrieval- Strategies:o Rehearsal- role of repetition in the retention of memorieso Organization of info- ability to access and retrieve information from long term memory allows us to actually use these memories to make decisions, interact with others, and solve problems.o Elaboration- giving the thing to be remembered more meaning more successful memoryo Imagery- information that resembles objects, places, animals, or people in sort of mental image- Types of Memory:o Short term/working- workspace in which info from sensory memory and long term memory is brought together and processedo Long term- information retained on an enduring basiso Implicit- type of memory in which previous experiences aid in the performance of a task without conscious awareness of these previous experiences; present early on from birth Development- infancy—mobile conjugate reinforcement task;childhood fragmented picture tasko Explicit- conscious intentional recollection of previous experiences and information; develops between 6-8 months in hippocampus/PFC Semantic- memory of meanings, understandings and other concept based knowledge unrelated to specific experiences. Episodic- memory of autobiographical events (times, places) Infant amnesia- inability of adults to remember the earliest years of their childhood; generally covers birth until 4 years old.  Memory bump- people tend to recall more personal events from adolescence and early adulthood than personal events from other lifetime periods (10-25 years) Episodic memory deferred imitation- childs ability to imitate the actions they have observed others performo Dual process Memory Models- two processes that vary in the specificity of retrieved information Familiarity- global assessment of the strength of the memory trace for the event  Recollection- retrieval of qualitative information about an evento Brain development Characteristic functions begin to emerge towards peak of synaptogenesis- Prefrontal cortex- 8-24 months- Dentate gyrus- 8-20 months Mature Function coincides with completion of synaptic elimination- Prefrontal- through adolescence- Dentate gyrus- 4-5 yearso Executive functions: 1. Working memory- ability to actively hold information in the mind needed to do complex tasks such as reasoning, comprehension and


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UMD PSYC 355 - CHAPTER 7: CONCEPTUAL DEVELOPMENT

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