Cognition Study Guide Object permanence tasks general results at different ages with different methods Piaget underestimated children s abilities 9 months reality is 2 months Used looking time instead of reaching motor ability is not cognitive Object behind a wall babies will reach in their direct line of sight Piagetian learning mechanisms Assimilation integrating reality into one s own view Sucks on nipple suck on toys Accommodation changing one s view to better match reality Pet dog instead of licking sucking its nose Equilibration balance of mechanisms to understand the world Cognition Study Guide1Fairer Object Permanence Task A not B task 9 12 mo Logic main findings of studies testing infant s sensitivity to physical principles solidity Infants have some knowledge of physical principles Violation of expectancy staring at the impossible event Infant s understanding of object support relationships Contact No Contact 3 mo object can float when its touching another object Cognition Study Guide2Gravity Test Type of Contact 5 mo object can t float unless its supported by another object Amount of Contact 6 5 mo needs at least 50 support to float Form of Contact 12 mo which objects can support which Infant s numerical abilities Implicit newborns onward Represents precise numbers of small numbers Possess an approximate sense of larger numbers Explicit 3 4 years onward Integer list is a cultural construction Language is required to represent precise sets larger than 3 Development of counting abilities in children performance on object liquid conservation tasks Learn to count by age 3 can simply list numbers Learning what mean comes 1 1 5 years after learning how to count Cognition Study Guide3Can understand arithmetic 6 mo estimation Adults kids are fooled by liquid or object conservation tasks Look more full in a smaller container Findings of cross cultural studies in understanding numbers Need language to tell the difference between larger numbers Brazil doesn t include the same number system Knocking test can t do it Know difference between larger numbers harder with smaller numbers 5 and 10 is easy 5 and 6 is not Theories of cognitive development Piaget Stage Theory Piaget Stage Theory 4 stages sensorimotor preoperational concrete formal discontinuous and qualitative assimilation accomodation equilibration are what leads to different stages Core Knowledge Theory Infants are born with standard responses to certain stimuli Continuous and quantitative change Support baby reflexes Information Processing Theory Thinking about the child s developing mind in an analogy to how computers work Actions are based on executive function Input working memory short term memory long term memory retrieval Cognition Study Guide4
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