Object Permanence

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Which approach did Piaget (1936, 1953) subscribe to?

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When, according to Piaget (1936, 1953), do the first signs of object permanence appear in infants?

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According to Piaget's substages, when will an infant lift the cloth to search for a hidden toy?

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For Piaget, infants tend to consistently make the A-not-B error because they do not have a full understanding of object permanence yet. Is this true or false?

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Identify one key criticism that can explain why infants consistently make the A-not-B error.

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Invisible displacement is when objects are removed from the view of infants when they are not paying attention. This is often used to test their competency in object permanence and does not fully develop until substage 6 (18 months - 2 years old). Is this true or false?

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According to Piaget's substages, infants obtain full understanding of object permanence when infants can:

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According to Kellman and Spelke (1983), object permanence research that uses occlusion only works when:

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The findings from Kellman and Spelke's (1983) experiment did little to challenge Piaget's substages. True or false?

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The Kellman and Spelke (1983) experiment challenge which theory?

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Baillargeon (1985, 1987) found that object permanence exists in before infants are 6 months old. True or false?

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In Baillargeon's (1985, 1987) research, where was the focus of the infants predicated on?

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Bogartz, Shinsky and Shilling (2000) countered Aguiar and Baillargeon's (1999) findings, by:

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Ruffman, Redman, and Slade (2005) investigated the anticipatory looking action done by infants when observing object permanence.

It counterargued Bogartz, Shinsky and Shilling's (2000) understanding of previous research into object permanence at less than 6 months old.

They argued that:

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Ahmed and Ruffman (1998) investigated why infants make A-not-B errors in search tasks, but show memory for hidden object locations in non-search tasks. According to the findings, where were the infants' attention placed the most?

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What could be drawn from Ahmed and Ruffman's (1998) findings on the A-not-B search/non-search experiment?

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Some believe that infants do have an understanding of object permanence, however, other variables are too overpowering - such as ancillary deficits (e.g. memory, inhibition, means-end reasoning) - for it to be effective.

True or false?

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Some believe that infants don't have understanding of object permanence, only partial. Looking and reaching activate two separate understandings of knowledge (explicit and implicit). Is this true or false?

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According to Munakta (1998), the concept of object permanence and graded representation comes in stages and becomes stronger as infants grow older. Is this true or false?

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There is evidence to suggest that object permanence is innate. Is this true or false?

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There is evidence to suggest that Piaget's theories on object permanence start earlier than he thought. Is this true or false?

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According to the theoretical position that infants do not fully grasp object permanence, looking is:

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For infants, what is mental representation?

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For infants, what is deferred imitation?

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Deferred imitation is shown to be present in babies:

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For infants, analogical problem solving is:

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For infants, displaced reference is:

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For infants, goal-oriented or intentional behaviour appears at:

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When Piaget hid a toy behind a transparent cover, the infant (between 8 - 12 months old) pushed away his hand to reveal it again. This showed that infants at Substage 4 have understood:

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It can be argued that violation-of-expectation fully examples that infants consciously understand object displacement and permanence, both with looking and reaching. Is this true or false?

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At what sensorimotor substage (Piaget, 1936, 1953) do newborn babies begin to examine their own reflexes?

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At what sensorimotor substage (Piaget, 1936, 1953) do newborn babies begin to use simple motor habits that are centered around the infant's own body?

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At what sensorimotor substage (Piaget, 1936, 1953) do newborn babies now start to aim at repeating interesting effects of their actions in the surrounding world (eg, familiar behaviours)?

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At what sensorimotor substage (Piaget, 1936, 1953) do newborn babies now learn intentional - or goal-directed - behaviour, as well as obtain initial understandings of object permanence?

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At what sensorimotor substage (Piaget, 1936, 1953) do newborn babies begin to explore the properties of objects by acting in novel ways, imitate novel behaviours, and are able to search in several locations for a hidden object (accurate A-B searching)?

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At what sensorimotor substage (Piaget, 1936, 1953) do newborn babies now have internal depictions of objects and events (eg, mental representations) when problem-solving, fully understand invisible displacement, deferred imitation, and make-believe play?

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A circular reaction is that - circular - because:

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According to Kaye and Marcus (1981), are infants able to adapt flexibly and quickly enough to imitate novel behaviours?

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For infants, object permanence is the understanding that:

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At which sensorimotor substage (Piaget, 1936, 1953) do infants begin to better anticipate future events (eg, seeing their mother putting on their coat and begging them not to leave)?

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What is make-believe play?

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For a purely perceptual organism that has no cognition, an object would:

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Understanding of an object's continued existence requires what?

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According to Piaget and constructivism, errors in A-B searching show:

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For Piaget, babies make errors in object permanence because of knowledge deficits. What does it use?

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For some others, babies may have full understanding, however, things get in the way. For example, Diamond (1985) suggested it to be memory-based. Butterworth (1975) found that:

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Diamond (1985) suggested that understanding comes from inhibition or habit. Horobin and Arcedolo (1986) found that there were:

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At what stage can babies; accurately search A-B, represent objects when they are invisible (when they are stationary, but not when both invisible and moving), but not handle invisible displacements?

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At what stage can babies; handle invisible displacements, represent rather than perceive, and handle full object permanence?

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________ is a technique used to dishabituate individuals (primarily children) by going against what they thought was going to happen.

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According to Kellman and Spelke (1983), reaching under an occluder...

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Kellman and Spelke (1983) found that their results:

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Kellman and Spelke's (1983) findings were:

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Subsequent findings on what Kellman and Spelke (1983) found that:

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According to subsequent research into the Kellman and Spelke (1983) findings, do children look at the rod more or everything else around it?

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The Baillargeon (1985, 1987) findings supported or criticised the Piaget stance on object permanence?

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The effects for total occlusion in the Aguiar and Baillargeon (1999) study showed it to be apparent at what age?

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According to Ruffman, Slade, and Redman (2005), infants:

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In ancillary deficits, means-end reasoning refers to:

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In ancillary deficits, attention refers to:

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In ancillary deficits, memory refers to:

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In ancillary deficits, inhibition refers to:

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Graded representation refers to:

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For whom does understanding become 'fuller'?

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For whom does understanding become 'stronger'?

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Berk (2012) suggested that babies still make the accurate A-B search error when:

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"...enables toddlers to solve advanced object permanence problems involving invisible displacement - finding a toy moved while out of sight, such as into a small box while under a cover" Berk (2012). What is this an understanding of?

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In which temporal lobe did infants display a particular brain-wave pattern that is also seen in adults when they sustain a mental image of an object?

developental saved (Finsihed) Quiz am Object Permanence, erstellt von murat sertay am 15/08/2016.

Object Permanence

Object Permanence

Which approach did Piaget (1936, 1953) subscribe to?

When, according to Piaget (1936, 1953), do the first signs of object permanence appear in infants?

According to Piaget's substages, when will an infant lift the cloth to search for a hidden toy?

For Piaget, infants tend to consistently make the A-not-B error because they do not have a full understanding of object permanence yet. Is this true or false?

Identify one key criticism that can explain why infants consistently make the A-not-B error.

Invisible displacement is when objects are removed from the view of infants when they are not paying attention. This is often used to test their competency in object permanence and does not fully develop until substage 6 (18 months - 2 years old). Is this true or false?

According to Piaget's substages, infants obtain full understanding of object permanence when infants can:

According to Kellman and Spelke (1983), object permanence research that uses occlusion only works when:

The findings from Kellman and Spelke's (1983) experiment did little to challenge Piaget's substages. True or false?

The Kellman and Spelke (1983) experiment challenge which theory?

Baillargeon (1985, 1987) found that object permanence exists in before infants are 6 months old. True or false?

In Baillargeon's (1985, 1987) research, where was the focus of the infants predicated on?

Bogartz, Shinsky and Shilling (2000) countered Aguiar and Baillargeon's (1999) findings, by:

Ruffman, Redman, and Slade (2005) investigated the anticipatory looking action done by infants when observing object permanence. It counterargued Bogartz, Shinsky and Shilling's (2000) understanding of previous research into object permanence at less than 6 months old. They argued that:

Ahmed and Ruffman (1998) investigated why infants make A-not-B errors in search tasks, but show memory for hidden object locations in non-search tasks. According to the findings, where were the infants' attention placed the most?

What could be drawn from Ahmed and Ruffman's (1998) findings on the A-not-B search/non-search experiment?

Some believe that infants do have an understanding of object permanence, however, other variables are too overpowering - such as ancillary deficits (e.g. memory, inhibition, means-end reasoning) - for it to be effective. True or false?

Some believe that infants don't have understanding of object permanence, only partial. Looking and reaching activate two separate understandings of knowledge (explicit and implicit). Is this true or false?

According to Munakta (1998), the concept of object permanence and graded representation comes in stages and becomes stronger as infants grow older. Is this true or false?

Ruffman, Redman, and Slade (2005) investigated the anticipatory looking action done by infants when observing object permanence.

It counterargued Bogartz, Shinsky and Shilling's (2000) understanding of previous research into object permanence at less than 6 months old.

They argued that:

Some believe that infants do have an understanding of object permanence, however, other variables are too overpowering - such as ancillary deficits (e.g. memory, inhibition, means-end reasoning) - for it to be effective.

True or false?