Psych 414 Quiz 7

Front 1

study: perceive the difference btw objects and representations

Back 1

peirroatsko de loache
showed book w/ diff rep (colored fotos, line drawings) asked how baby would react
9m when given book try to interact w/ colored images
obj on color TV monitor: 9m: try to catch self0propelled object
15 + 19m: point and look back or comment on object

Front 2

study: how infants act differently on objects than they do on representations

Back 2

toddlers impervious to picture orientation, not object orientation
hand object/ picture upside down: turn obj right side up, picture leave it upside down

Front 3

3 changes in preschoolers understanding of pictures and photographs?

Back 3

3+4 yr understand representational intent
1. asked to name picts that were intended to be real objects, (3 pigs and a chicken) not percpetual similarity that was really important, but what the picture was intended to be (3+4s recognize this)
2. chester: child presented w/ photo/drawing of chesters back with a sticker on his back
3 yr: didn't understand representation showed changed in reality
4 yr: retrieve sticker from chester
3. saw object (duck) in 1 location (bed) puppets take pict of duck on bed, then pupet would move duck to bathroom. when see pict will duck be on bed or in bathrtub?
3+4- pict updates to ducks physical location
5: duck will be on bed (recognize reality)

Front 4

flavell et all children's understanding of television in developing representational understanding

Back 4

3 year olds confuse Tv images w/ their referents, 4 year olds do not
when asked series questions about object on TV (would X come out, could I touch it, is it real?)
3 yr answered incorrectly less than 4 year olds (realize that it is a picture)

with training: show pict of popcorn or milk, if rotate on monitor will substance overflow? 3 year olds 68% correct on behavior of televised image after photo training

Front 5

dual representation
when acquired?

Back 5

thinking about 1 thing in 2 ways at the same time...model is an object and a symbol
3 years old have this understanding

Front 6

Deloach "scale model task" and dual representation

Back 6

2.5 yr old wanders and does trial-and-error search of real life object after being shown mini hiding place
3 yr old find big snoopy

Front 7

Terry the Troll study supporting dual representation hypothesis

Back 7

put obj in shrinking machine and pull out mini-version of object 2 year olds succeed on this task because they use info about 1 space to search for the item (no representational requirement b/c child thinks the new object is the exact other object)

Front 8

representational insight
dual representation
representational specificity

Back 8

rep insight: symbol stands for something else
dual: thking about 1 thing in 2 ways at same time
rep specificity: symbol rep a specific real entity

Front 9

implications for children's understanding of symbols

Back 9

may be hard for children to detect symbolic aspects of manipulative (math) i.e. give boring objects so children can work on representational status

Front 10

concept

Back 10

mental grouping of different entities into a single category on basis of some underlying similarity ("the same thing"

Front 11

natural kind

Back 11

categories that occur in nature

Front 12

artifact

Back 12

objects created by humans

Front 13

childrens understanding of natural kinds
gelman and markman 1986

Back 13

show picts of 2 animals (dolphin and fish) then shark (can this fish breath underwater?)
3+4 respond based on category membership

Front 14

how do children generalize properties about natural kinds? what does this say about young children's concepts?

Back 14

4 years children can identify which is man made and which is not? still develops till about 7 years
older children more likely than younger ones to make appropriate, adult like distinctions among categories

Front 15

KKeil's transformation procedure

Back 15

turned racoon into skunk and coffee pot into bird feeder
all ages thought a change in apperance led to change in identity for artifacts
4 yr olds thought that change in apperance led to change in identity for natural kinds

tests childrens understanding of concepts in categories and their inferences about how their inferences for those concepts affect their view of object

Front 16

developmental changes in biological concepts in childhood op

Back 16

growth: 3/4 yr olds appreciate distinctions of inevitable growth (i.e. cute baby rabbit will not stay small and cute forever)
movement: young children have some difficult ni drawing border btw living/nonliving,..but have innate ability to make distinctions to get cues to differentiate self-propelled movements from externally generated ones
inheritance: age 4 children posit different mechanisms of transmission for bio properties than nonbio ones (expect parent-child transmission)
Illness: gaps and confusions at first, but most preschoolers have knowledge of germs and their effects i.e. contaminates make you sick