Development

Questão	Responda
development	continuity and change over life span
Jerome Kagan	studied continuity; adults categorized as inhibited (shy, timid, fearful) at age 2 show increased amygdala response to novel faces; categorize as inhibited or uninhibited (bold, sociable)
Preformationism	organisms develop from miniature versions of themselves; unformed adult in sperm, woman is incubator
Precocial	animals born in advanced stage, because of environmental strain
Altricial	born in vulnerable state; large head size might require this kind of development
Genetic epistemiology	study of the origins of knowledge
ontogeny	Discredited theory that animals go through stages resembling or representing successive stages in the evolution of their remote ancestors
constructivism	children construct knowledge on the basis of their experiences with the world; baby is basically a scientist
constructivist theory building/learning mechanisms	assimilation accommodation equilibration
assimilation	children translate info into form they can understand
accommodation	children revise current knowledge structures in response to new experiences
equilibration	balance assimilation and accommodation to create stable understanding
reflexes	building blocks for future movement
autostimulation	rapid early development of human visual system in fetuses and newborns is facilitated by sleep and deprivation of external stimuli
sensorimotor	birth to 2 years Basic motor systems, sensory/perceptual systems, learning mechanisms A not B (infants look under block a even though they saw the researcher move the toy under box b) Object permanence not there
object permanence	object continues to exist even when it cannot be observed
preoperational	(2-6 years) Begin to represent experiences in language, imagery, symbolic thought Cannot perform operations (reversible mental activities) Focus on a single, perceptually-salient aspect of an event (centration) Failure of conservation (changing form doesn’t change amount) (liquid, solid, or number), failure of transitivity (comparing two objects via intermediate object) Egocentricity (Sally-Anne task/ False Belief Test (others can have false beliefs about the world)); Failure of appearance vs. reality
concrete operational	6-12 years can reason logically about concrete objects/events but have difficulty with abstract terms failure in formal logic (polar white, see polar, what color is polar bear, i dunno) systematic testing
formal operational	12+ can think about abstractions and hypotheticals can perform systematic operations to draw conclusions about the world
constructivist pedagogy	constructivism in classroom "The theory suggests that humans construct knowledge and meaning from their experiences." basically use active techniques (like experiments) to learn
challenges to piaget	smart babies (babies smarter than we think, just not motivated); focused too much on motor behaviors de'calage (problem with stages)
liz spelke	"suggested that human beings have a large array of innate mental abilities"
renee bailargeon	also worked with infants and their cognitive development
habituation	used to test what infants know; see how infants direct attention when presented which particular stimulus; failure of expectations found to elicit more staring in babies through habituation; reveals that infants know a lot more than we think
things babies know a lot about	coherence continuity contact
coherence	objects exist across time and space; ball behind divider, which falls flat --> ???
continuity	consistent existence of something over a period of time (things can't exist in two places at once); man walking behind brick wall
contact	object transfers energy to other object
imitation	babies can imitate and recognize social agents
forced-choice cracker test	babies chose higher quantity of crackers until there were 4 crackers vs. 2 crackers to choose from
social agent intentions	more interested in social agent's intention though; look longer if grab new object in same location than if grab same objet in different location
core number system 1	exact small number system; babies good with small numbers, bad with numbers bigger than 4
application of weber's law to numbers	easier to tell difference between small numbers than larger numbers that differ by same value (1,2 vs. 6,7)
change detection	relationship between change in intensity and original intensity is a constant
core number system 2	approximate large number system; good at approximate reasoning about large numbers, bad at precise discriminations between close numbers
humans can	reason exactly about small numbers and approximately about large numbers but not exactly about large numbers
de'calage	discontinuity/gap;babies do not always behave egocentrically, can sometimes understand conservation, etc.; adults can make egocentric mistakes too; discontinuities in developmental timing
horizontal faculties	refers to mental processes as if they are interactions between faculties such as memory, imagination, judgement, and perception
vertical faculties	claims that the mental faculties are differentiated on the basis of domain specificity, are genetically determined, are associated with distinct neurological structures, and are computationally autonomous; knowledge built on foundation of core knowledge

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	Criado por Sneha Mittal quase 8 anos atrás