Cognitive Test 2
Terms
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copy deck
- Goldfish broccoli experiment
- even 18 months can give the food the other person showed preference for--shows understanding for other people having different opinions
- Deception tasks
- even 2.5 or 3 year olds can participate when asked to "trick" someone, and may be better at judging the person's false belief if they are involved with deception
- some tasks, such as teaching a new game to someone who is blindfolded show children not having theory of mind until
- 12 years old
- young children may think they have
- more control over their thoughts than older children or adults
- 8 and 10 year olds do not
- categorize mental activities in the same way as adults – do not distinguish between comprehension and attention, not as likely to discriminate between different types of memory
- children may focus more on
- inputs and outputs than on the nature of the mental activity.
- general ideas of theory of mind/thinking
-
• Children’s thinking about mental states and thinking processes (both their own and those of others) is different than adult’s thinking.
• Developments in these areas happen gradually all throughout childhood and are affected by the nature of the individual task. - imposing categories allows us to
- group instead of processing every individual thing separately
- categorization provides insight to
- children's conceptual thoughts
- categorization
- ability to treat a set of things as somehow equivalent, put in same pile, call by same name, respond in the same way
- infants 3-4 months perceptual features
- habituation, preferential looking (prefer to look at one that's not in same category of what already looked at)
- superordinate, basic level, subordinate
- animals, dogs, collies
- superordinate contrasts
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animals: horse, spider, chicken, fish
vehicles: airplane, motorcycle, truck, train
12-15 month olds, reliable sequence for basic level contrasts, not for superordinate though
20 months, reliable sequence for both - perceptual bases for of conceptual development
- may guide (especially early) development of conceptual categories