The purpose of this paper is to use the habituation technique in young infants to evaluate one hypothesis derived from Piaget’s theory of cognitive development. I will compare 5-months olds in a task that involves possible and impossible outcomes. Piaget’s theory specifies the cognitive competencies of children of this age. 1a. one of the stages that Piaget formulated was the sensorimotor. Children at this stage experience their environment through the senses, by investigating how things feel, look and hear. During this stage, they start using their hands more often. 1b. According to Piaget’s conception of children’s development, he identified object permanence, which is defined as the capability of children to perceive objects’ existence
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2a. Habituation is used in experiments by monitoring the infants’ staring time on a permanent object. Habituation is the process where a child develops disinterest due to the successive stimulation. Generally, babies develop habituation at a very young age. In contrast, dishabituation is the process that occurs as a result of habituation, which is an increase in response to the same stimulus. Moreover, habituation is a useful technique to monitor the cognitive level of babies, and is helpful for researchers to measure the degree of concentration on a particular object. 2b. Another alternative technique that researchers can use to test for cognitive development in infants is scale errors. This technique consists on observing the capacity of infants to distinguish between sizes. Physiologists Judy Deloache, David Uttal and Karl Rosengren state that babies fail to consider the sizes when they are performing impossible actions with an object. Babies try to do an impossible action, such as trying to fit in a miniature car. In their experiment, they have a group of babies of same and different ages, so researchers observe them how they attempt to do impossible tasks, they allow the babies to familiarize with bigger object, and then they replace it for much smaller object, so babies interact with the new object the same as the bigger. Thus, researchers believe that babies do not have a develop …show more content…
In this experiment the independent variable is manipulated in two trial using different strategies. First, the time between step 4 and 5 is 1 second. They found that babies stare longer at the impossible result than the possible. When the time between step 4 and 5 is 10 seconds, they found that babies stare the same time for the impossible and possible results, the reason for this is because the baby do not remember to see somebody removing or adding dolls. This new result during the 10 seconds do not agree with the alternative hypothesis because the conclusion in 4d try to proof that babies can distinguish when there is a change in in quantity. In contrary with the data obtained from the 1 second that agrees with the alternative hypothesis because babies recognize the change. In some sense, the results can be true when the same infants are expose to both trials, so the babies that stare longer at the impossible outcome will stare the same time to the possible and impossible results during the 10-seconds period. 5b. Piaget’s theory comprises that during the sensorimotor stage babies experience the world through the senses, so when an object is not present, it is because it disappears. Additionally, they cannot abstract logic either. In terms of the figure two result, he could explain that babies only react to the stimulus, implying that the object just disappear, and they are trying to locate the object or see if it comes one more time. Thus, from the babies’ point of
2a. Habituation is used in experiments by monitoring the infants’ staring time on a permanent object. Habituation is the process where a child develops disinterest due to the successive stimulation. Generally, babies develop habituation at a very young age. In contrast, dishabituation is the process that occurs as a result of habituation, which is an increase in response to the same stimulus. Moreover, habituation is a useful technique to monitor the cognitive level of babies, and is helpful for researchers to measure the degree of concentration on a particular object. 2b. Another alternative technique that researchers can use to test for cognitive development in infants is scale errors. This technique consists on observing the capacity of infants to distinguish between sizes. Physiologists Judy Deloache, David Uttal and Karl Rosengren state that babies fail to consider the sizes when they are performing impossible actions with an object. Babies try to do an impossible action, such as trying to fit in a miniature car. In their experiment, they have a group of babies of same and different ages, so researchers observe them how they attempt to do impossible tasks, they allow the babies to familiarize with bigger object, and then they replace it for much smaller object, so babies interact with the new object the same as the bigger. Thus, researchers believe that babies do not have a develop …show more content…
In this experiment the independent variable is manipulated in two trial using different strategies. First, the time between step 4 and 5 is 1 second. They found that babies stare longer at the impossible result than the possible. When the time between step 4 and 5 is 10 seconds, they found that babies stare the same time for the impossible and possible results, the reason for this is because the baby do not remember to see somebody removing or adding dolls. This new result during the 10 seconds do not agree with the alternative hypothesis because the conclusion in 4d try to proof that babies can distinguish when there is a change in in quantity. In contrary with the data obtained from the 1 second that agrees with the alternative hypothesis because babies recognize the change. In some sense, the results can be true when the same infants are expose to both trials, so the babies that stare longer at the impossible outcome will stare the same time to the possible and impossible results during the 10-seconds period. 5b. Piaget’s theory comprises that during the sensorimotor stage babies experience the world through the senses, so when an object is not present, it is because it disappears. Additionally, they cannot abstract logic either. In terms of the figure two result, he could explain that babies only react to the stimulus, implying that the object just disappear, and they are trying to locate the object or see if it comes one more time. Thus, from the babies’ point of