PSYC 307 1st Edition Lecture 13Overview of Previous Lecture - Defining Intelligence- Measuring Intelligence - Problems with Intelligence- Genes, Environment and Development of Intelligence- Other views on IntelligenceOverview of Current Lecture - How do we study babies?- Types of knowledgeo Cognitiveo Social-emotionalo Physical - What do babies think?- Research at A&MOctober 23 – Research in Developmental Psychology (Videos)- How theories are obtained in developmental psychology I. How do we study babies?a. Problemsi. Lack of languageii. Short attention span b. Looking time/looking differencesi. Violation of expectations paradigms (possible/impossible errors)1. Fix to impossible event ii. A-not-B tasks (persistence errors)1. Search primarily in location A iii. Familiarization/habituation 1. Novelty preference and looking time iv. Eye tracking (higher spatial/temporal resolution) 1. Scanning and searching environmentsc. Haptic/motor tests – choose one over another (act on objects)d. Functional brain imaging (fNIRS)i. Measure changes in blood oxygenation in brain II. Types of Knowledge a. Cognitive: objects i. Understanding objects; objects make up our worldii. How do babies learn about those things?b. Social-Emotional: Moralityi. Yale University lab – inherently good/evil?1. “The Baby Lab” – ¾ babies tested preferred the “nice” character a. Helpful/nice behavior vs. mean behavior b. Babies think that mean behavior deserves punishment (81%)c. Comes “built in” (cheerios vs. graham crackers) i. They prefer the character who is similar to them(positive feelings) 1. Negative feelings toward the one who is different from them (87%) – want them treated badly ii. Build to create “us” and “them” – we aren’t thatmoral 1. Weary of the other for survival purposes 2. Coin activity in older children; younger children choose less just so that they willhave more than the other child; choose “equal fair” option by age 8; become generous by age 10 (give the other kid more)c. Social-Emotional: Human Faces i. Newborns prefer mother’s face to stranger’s face ii. Communication, comfort, basic needs1. Clearest view as a newborn is from six inches away; can discern features 2. Daphne Maurer – not features themselves that newborns can discerna. Pay attention to contrast between light and shadows (2 weeks)b. 6 weeks – pay more attention to what looks like a facei. Higher brain centers (sensitive to visual stimuli)developing c. 8 weeks – new neural pathways developing i. Ability to put together sight and sound – world is made up of obects d. Social-Emotional: Perceptual Narrowing i. Primate (lemur) faces – younger children can discern differences between identical looking faces 1. Under 6 months – recognized that the new face was different; novelty pref. 2. Over 9 months – when shown new face, they became bored; novelty preference did not come into play ii. Babies have 1.5x more synaptic pathways than adults1. Specialization (synaptic pruning) occurs – connections that process human faces continue to survive and flourisha. Lose connections that recognize differences in primate faces – do not use this skill as often as the use skill that discerns between human facee. Physical: Motor Learningi. Experience with motor tasks helps babies in novel situations 1. Each new posture brings new essence and obstacles 2. Karen Adolph – how far you can stretch across a gap before you lose balance a. 9 months - When gap gets too large, refuses to reach (desire vs. better sense) b. 9 months - crawling – new crawlers misjudge width anddepth of gaps i. No experience with depth perception from that posture 3. Experienced in sitting – can better understand world around a. Inexperienced in crawling – cannot understand same world as well III. What do babies think?a. Alison Gopnik – UC Berkeley i. Broccoli vs. gold fish – the baby (18 months) would give her what she liked (even if it was not what she liked)1. 15 month olds – would give her what THEY like, regardless of if it was what she liked2. Older babies have learned that not everyone has the same preferences ii. 4 yr olds typically do a series of experiments to define/explain an event or occurrence 1. Can take in lots of information from lots of sources at once; notso good at focusing heavily at one thing (cannot get rid of everything that interests them)a. Bad at NOT paying attention (to everything) – hyperattentiveIV. Research at A&Ma. Eye tracking,
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