Cognitive Quiz Since Test 2

Front 1

Spatial cognition is a useful way to look at the interaction between

Back 1

perception, action and cognition

Front 2

studies in spatial cognition have led to challenges about

Back 2

what infants know and what develops

Front 3

knowledge exist outside of you and your task (piaget and vygotsky) is to

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move information inside

Front 4

what develops in spatial cognition

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perception and action form the basis for cognition (reasoning and thought)

Front 5

core knowledge (spelke)

Back 5

infants born with modules of certain knowledge

Front 6

cohesion

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objects have boundaries

Front 7

continuity

Back 7

objects move as a whole

Front 8

contact

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objects must come in contact w/ something in order to move

Front 9

what develops in spelke's theory?

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cognition is its own foundation thought is enriched but not fundamentally changed

Front 10

architectural innateness

Back 10

knowledge about space is not hardwired but you have specific ways of processing info

Front 11

what develops in architectural innateness?

Back 11

the way infants process infor lead them to learn what things comonly occur in the environment

Front 12

ecological theory (gibson, pick)

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infants are NOT blank slates, what the enviro allows you to do you learn about space because it comes to have meaning

Front 13

what develops in eco theory

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ability to perceive what the enviro affords (i.e. what you can do w/ things in the enviro)

Front 14

egocentric represnetation

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use yourself as a reference point (how we represent space)

Front 15

infants in T shaped maze

Back 15

place infant in maze, allow infant to find a toy, "crawl straight and then go right" then, place infants in a different place in the maze

Front 16

infants with more experience crawling or in a walker will

Back 16

succeed in maze problem more often

Front 17

infants understanding of affordances in space

Back 17

changes with experience in walking

Front 18

landmarks

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using objects in the space to referece locations of other objects

Front 19

landmarks 1 year

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use objects nearby to locate an object

Front 20

landmarks 2 year

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use more distant landmarkers

Front 21

landmarks 5 years

Back 21

use multiple landmarks

Front 22

allocentric representations

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representations of the sapce that are independent of your new point--considered the most pure spatial cognition (must have an internal rep of the space, not an external)

Front 23

use allocentric reps when

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cannot use landmarks or distances are too far

Front 24

Spelke's blue wall task

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rectangular room with identical buckets in each corner. Task: watch experimenter hide sticker. put on blindfold and become disoriented. after disorient, look for sticker

Two conditions: landmark (blue wall), no landmark (only geometric info is available).

Adults will find sticker using the landmark

Children use only the geometric infor--NOT the landmark

15-24 months do not benefit from the blue wall. they search equally at 2 opposite corners in both the landmark and non landmark spot

Front 25

children use global geometric cues to

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orient themselves in space: allocentric rep

Front 26

mental rotation

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the ability to visualize an object form different directions w/o moving it physically

Front 27

gender diffs in rotation

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boys often showing faster reaction times and higher accuracy BUT this gap is closing

Front 28

obejct location and spatial memory

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1 year olds are very accurate remembering where to search for an object

other research shows children of all ages are accurate in reembering spatial cognition

Front 29

kittens that are not given the poortunity to move around themselves

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do not develope depth perception well

Front 30

infants who crawl (or have experience with walker)

Back 30

those fear and avoid visual cliff

Front 31

summary of spatial cognition

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we might be born wiht some innate reps
spatial knowlege also develops with practice
spatial knowlege is dependent on SELF motion
understanding spatial congition helps us gain insight into basic developmental processes and calls into question some assumptions we have held about govnitive developement

Front 32

humans are the ony species with

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political systems, novels, art, societies, religions and language

Front 33

modularity (chomsky)

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language was a separate (encapsulated) process unaffected by other domains fo cognitino AND unable to affect others

Front 34

whorfian hypoth

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languages differ in how they "carve up" the world. these differences affect how speakers of different languages think--these differences affect how speakers of different languages think LANGUAGE STRUCTURE = COGNITIVE STRUCTURE

Front 35

despite different ways of cariving up color terms, people across the world have

Back 35

similar ways of viewing colors

Front 36

memory for oclors, dsitinctions between colors, color categories

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did not differ

Front 37

change in 1990s

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challenge modularity: if language can affect thought, then thinking must be malleable and flexible (i.e. not modular)

Front 38

focal hue

Back 38

best color/example that ppl aggree on that rep a certain color

Front 39

color perception task

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english: 11 basic color terms
himba: 5 basic color terms
color boundaries do not overlap
3 tasks: naming (what color is this)
comprehension: (can you show me red tile)
memory: see one tile, tile is removed, must select the tile they just saw from a group

Front 40

if children have a universal set of color categories we should see

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children mistake colors for eaach other only wihtin the same category (e.g. mistake dark navy for a lighter navy), but NOT mistake navy for black...this is CATEGORICAL perception

Front 41

if color perception is determined by learning the words in your language

Back 41

children should mistake colors both within and bteween color categories (e.g. a child will make the navy blue black error as often as the dark navy light navy blue) this is INCREMENTAL PERCEPTION

Front 42

when children know no color terms in their language

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they do not remember focal colors of their language any better than focal colors of other language---these children make INCREMENTAL mistakes

Front 43

as children learn color terms

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they have better memories for the focal colors of their language

Front 44

language leads to children's better memory for colors i their language--these children make

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CATEGORICAL mistakes

Front 45

languages differ in how they

Back 45

code space

Front 46

english and korean differ in how they categorize space

Back 46

english distinction between in and on
korean distintion between tight fitting and loose fitting in

Front 47

infants 9-14 months old shown two pictures of tight fitting and loose fitting

Back 47

all infants were able to distinguis between these contrasts

Front 48

infants 18-24 months hear the word in or kkita, see two pictures depictin loose containment and tight containment

Back 48

Korean infants make the distinction, english children DO NOT

Front 49

all infants are able to distinguish between tight fitting and loose fitting spatial containment relations

Back 49

yes

Front 50

the language they learn allows them to continue to

Back 50

make this distinction (in the case of Korean) or drop this distinction (in the case of english speakers)

Front 51

spanish ser refers to properties of an object that are

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permanent or inherent

Front 52

estar refers to properties of an object that are

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not permanent or accidental

Front 53

appearance reality task sheep

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show a white sheep, ask what color it is, put it behind a red film....ask WHAT COLOR IS IT NOW, and WHAT COLOR IS IT REALLY AND TRULY

english speaking 3 year olds say sheep is really and truly red
spanish 3 years say looks red, but is truly white

Front 54

to be able to understand whether someone has a false belief, children need to be able to use words like

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"to think" and "to know" correctly

Front 55

children who demonstrated the abilitye to use a phrase with the verbs to think and to know

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passed the test

Front 56

specific linuistic constructions lead to the ability to

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make correct inferences about other's mental states (ie NOT AGE RELATED)

Front 57

benton faces task

Back 57

determine which face matches the model---deaf children age 6-9 and adults better than non signers....late signers also better

Front 58

asl and face recog test

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memory is tested in this task
participants given 50 faces and asked to rate whether they are pleasant or unpleasant. then shonw a new stack of pics and asked to indicate if they have seen this face before

asl signers are not better than hearing non signers

Front 59

why are asl signers better at face discrim but not recog?

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because asl does not require retentino of specific facial features to understand it...in fact it requires the oppostie the generalization across faces

Front 60

asl and mental rotation

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both hearing and deaf signers faster but not more acurate..depends on skill level.

Front 61

conclusions on confluence of language and cognition

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languagemay induce some abilities
language may maintain some abilities or produce loss
language may faciliatate some abilities

Front 62

Modularity:

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knowledge that is used for language is JUST available to use for language use; a special area of the brain for language. Domain specific knowledge, not domain general—it might be useful for something else, but you can’t do it. Special box that is just for language—nothing about anything else can influence—only thing that can get in and out is the stuff that has to do with language.

Front 63

Constraints:

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limits on how children will think about language—leads them quickly to the right answers. It could be in terms of the brain, how the knowledge works. We are limited in our possibilities for language.
-These constraints might be similar to rules or could just mean that the brain works in a certain way that helps kids learn language.
**The main idea is that there is something special about learning language that is unlike learning other cognitive tasks, and that children are particularly good at it.

Front 64

Arbitrariness:

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words (generally) don’t sound like what they stand for—no obvious connection between sound and the object

Front 65

Productivity:

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people can make an infinite number of sentences, even ones they haven’t ever heard before (we don’t just memorize them all).

Front 66

Semanticity:

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language can represent objects, actions, events, and ideas all symbolically

Front 67

Displacement:

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we can talk about things that are right here in front of us or (events and objects from the past, or in other locations, or even that don’t exist). Imaginary things at really young ages.

Front 68

Duality:

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language has two levels—the actual sounds (phonology) and the meaning behind the sounds (syntax, semantics).

Front 69

Phonology:

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the sounds of language—includes both perceiving the sounds of language and being able to produce them.

Front 70

Semantics:

Back 70

word meaning/vocabulary (called lexicon in the textbook—the mental dictionary)

Front 71

Syntax and morphology:

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rules for forming sentences and words (syntax = the rules for forming sentences/phrases; morphology = rules for forming words)

Front 72

Pragmatics:

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the social uses of language (ex: lying, persuasion, humor, formal vs. informal, etc)

Front 73

comprehension

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the language that the child understands

Front 74

production

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the language that the child uses
comprehension is ALWAYS better than prodcution

Front 75

sounds (phonems) are different in different languages and

Back 75

are heard differently by adut speakers of different languages

Front 76

phoneme

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the smallest unit of lanugage that makes a difference in the meaning of a word (pat vs. bat) NOT THE SAME AS A LETTER!

Front 77

children perceive vowels in an adult like way at ##months and consonants at

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6 months and 12 months

Front 78

children also have to learn to produce all of the sounds of their language in the correct way

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children begin doing this very early--around 10 months, but are still learning to do this up to 8-10 years old

Front 79

the more difficult sounds in the language

Back 79

can take years to learn

Front 80

mapping problem

Back 80

determining the right meaning

Front 81

children say their first word around

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10-15 months

Front 82

children often show a word spurt around

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18-24 months

Front 83

whole object constraint

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words refer to the whole obect and not a property or piece of it

Front 84

mutual exclusivity constraint

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one object has one label, so a new word goes with an object you don't have a label for

Front 85

underextension

Back 85

using a word for fewer things than an adult does (only child's dog is doggie)

Front 86

overextension

Back 86

using a word for more things than an adult does (cows horses and cats are doggie)

Front 87

semantic development continues through

Back 87

our whole lives--we can always continues to learn new words

Front 88

overextension and under are

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very rare

Front 89

morphology

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rules for putting words together, making new words

Front 90

syntax

Back 90

rules for puting words together into sentences

Front 91

we can say and understand

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new sentences that we have never heard before--we can't just memorize how the words go together

Front 92

tacit knowledge

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not being able to explain how we know how words can and can't be put together

Front 93

the kind of lanugage that we want to study is the language

Back 93

that people actually use (descriptive rules) and not telling people how they should talk (prescriptive rules)

Front 94

children start puting words together at

Back 94

2 years old

Front 95

children know most of what they eed to know about syntax by

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about 5 years old---talk about as well as an adult

Front 96

morpheme

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smallest of language that carries meaning

Front 97

free morpheme

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a morpheme that can stand alone (cat, happy and run)

Front 98

bound morpheme

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a morpheme that must be attached to another in norder to have menaing (ing, s, nes, pre)

Front 99

mlu (mean length of utterance)

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the average number of morphemes in an utterance. this is better predictor of syntactic development than age

Front 100

telegraphic speech

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children leave out a lot of small function words and endings at first (mommy go store)

Front 101

overregularization

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overuse of the regular system onto irregular words (runned)

Front 102

u shaped development

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correct use, followed by incorrect use, wth a later return to correct use

Front 103

stage one overreg

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memorize correct forms of individual words

Front 104

stage two overreg

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overgeneralization of past tense "ed"

Front 105

stage three overreg

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correct use of regular and iregular past tense forms

Front 106

pragmatics

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social use of language: persuasion, humor, politeness, coversational, turn taking, etc.

Front 107

pragmatics develop

Back 107

slowly throughout life, individuals have ver different levels of pragmatic ability

Front 108

since young children are solving this really complex problems so young, and will very few mistakes

Back 108

they must have some advantage in learning language

Front 109

in behavorism, children learn language by

Back 109

imitating their parents

Front 110

imitations are

Back 110

selectively shaped by parents into adult like language use by reinforcement (praise and reward)

Front 111

children learn syntax in behaviorism by learning to

Back 111

associate one word with the next

Front 112

why behave won't work

Back 112

children use creative wrod forms and word combinatinos that adults don't use
children and adults can understand and create new sentences that they have never heard before

Front 113

parents usually focus on

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the content (semantics) of child's speech rather tan syntax and morphology and so their prasie does not relate to the syntax of letterance

Front 114

when parents do try to correct a child's speech

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it usually doesn't work

Front 115

private speech

Back 115

children talk to themselves (another criticism of behaviorism)

Front 116

chomsky theory

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explained language development cognitively as an alternative to the behaviorist explanation--this started the COGNITIVE REVOLUTION

Front 117

language acquisition device

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an innate mechanism that allows the child to learn language (set of keys)

Front 118

universal grammar

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the aspects of grammar that are shared by all languages--the child would know what to focus on and what to ignore (door)

Front 119

language is

Back 119

species specific, speicies uniform, difficult to retard, develops in a regular sequence...there are specific anatomical features for language (mouth, throat, brain) there are language disabilities that are gentically based

Front 120

challenges for chomsky theory

Back 120

lack of detail on how learning acquisition takes place
many universals of lanugage are debated
difficult to explain how this is implemented in the brain

Front 121

connectionism

Back 121

computer modles
uses paralle processing
more liek the brain
miexed success with modeling more complex features

Front 122

statistical learning

Back 122

infants and adults have the ability to detect statistical properties of an artifical "language"
able to pick out pseudo words they herad from other words with same phonemes they hadn't heard

Front 123

rule learning

Back 123

paterns can be extended to other symbols

Front 124

sensitive period

Back 124

a time in development when an abilitiy is more easily, quickly and effortlessly acquired

Front 125

reasons to believe in sensitive period

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socially deprived children, adults suck at learning second language, deaf children not exposed to language until late in life
recovery of language function after specific brain damage

Front 126

perceptive and productive language abilities are

Back 126

evaluated with different methods

Front 127

research question and subjects will determine

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which task is best and specifically whether receptive or produtctive language is measured

Front 128

ppvt

Back 128

peabody picture vocab test: child points to the picture that matches a word

Front 129

picture selection task

Back 129

child points to a picture that matches a sentence (to test tense, negation, plurals)

Front 130

act out task

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have child act out a sentence with toys (ex the car bumped the truck)

Front 131

macarthur communicative development inventories

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parent report of child's abilities (both receptive and productive)

Front 132

imitation task

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ask the child to repeat a sentence (young children can only repeat those structures that they use)...ask child to a puppet (good for eliciting questions)
finish a sentence: with a word--good for eliciting tense