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Mizzou PSYCH 2410 - Conceptual Thinking
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PSYCH 2410 1st EditionLecture 12Outline of Language Development Part 2I. Producing Speech SoundsII. First WordsIII. Beyond First WordsOutline of Conceptual DevelopmentI. CategoriesII. Symbolic DevelopmentIII. Pretend PlayConceptual Development- Concepts: general ideas or understandings that can be used to group together similar thingso Objects, events, properties, functionso They help us to simplify the world and think more efficientlyo They are inductively rich and natural categoriesI. Categories- 3 and 4 month-olds can distinguish between cats and dogso even infants form categories (focus on perceptual characteristics)- 1.5-2 years=conceptual categorieso categorizes which objects go with which actions- Older children=category hierarchieso Superordinate, basic, subordinate (most general to most specific) Ex: furniture, chairs, armchairo Basic levels learned first; within category similarity is highest and between category differences are the greatest basic level is used as a foundation to form more complex categories- Concepts and categories are fundamental to cognition because they provide for organized thought and inductive reasoningo Concepts make thinking efficientII. Symbolic Development- Scale errors- kids don’t understand that we can’t use scaled down objects- Scale Models experimento Method: show and hide snoopy in one room and find snoopy in another roomo Results: 3 year olds succeed, 2.5 year olds don’t (no understanding of 3D models)o 3 and 2.5 year olds both succeed at 2D pictures however- 2D pictureso manual exploration of photo shows they think the object is real decreases with ageo pointing indicates they don’t think it is a real object increases with ageo By 19 mos they understand 2D pictures are symbols- Dual Representation View: symbolic reasoning is hard because symbols are both objects and symbolso Need to represent as a real object and as a symbol at the same time- Dual Representation experimento Method: demonstration of shrinking machine, big troll is hidden in the room, machine shrinks room, can the child find the troll in the “shrunken” room?oo Results: even 2.5 year olds can perform the task III. Pretend Play- Pretend Play: make-believe activities in which children create new symbolic relationso Non-literal orientation, voluntary, intrinsically motivatedo Emerges around 18 mos- Object Substitution: child substitutes one object for anothero Ex: box=fort; toothbrush=wand; etc.- Sociodramatic Play: children enact minidramas with other children or adultso Emerges around 2.5-3 yearso Transformation of identities; reciprocal identities- Children who engage in greater amounts of pretend playo Greater understanding of others’ thinking and emotiono Tend to be popular with peerso More socially skilled because practice putting themselves in another’s shoes- Imaginary Companions: fantasy FRIENDo Two types: invisible, personified objecto If treated like a friend a stuffed animal or doll can be an imaginary companiono Having one is not unhealthy or maladjustment- Children with imaginary companions are: less shy, more focused, first-born or only child, watch less tv, girls>boys- Magical Thinking-some evidence that children keep engaging in pretend play, but longero In adulthood: daydreaming, religious faith,


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