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Psych 350: Exam 2
Cognition
| Term | Definition |
|---|---|
| Object Permanence | Ability to think about objects we can not see or touch. Develops at 9 months |
| The 'A' not 'B' task | Tendency for babies to reach/look to where objects have been rather than where they are hidden (8-12 months old) Not until 1 years old do they look for current location |
| Assimilation | Translation of incoming information into a previously understood form (Ex: Sucking Reflex) |
| Accommodation | Babies gradually stop assimilation and accommodate new experiences by adjusting their behavior |
| Equilibration | A mechanism that Piaget proposed to explain how children shift from one stage of thought to the next. A balance of accommodation and assimilation |
| Solidity | Idea that one object can't pass through another object |
| Main finding on solidity | Babies understand violations of solidity (Ex. Magic tricks with dolls) |
| Understanding arithmetic | Babies understand the basic addition of objects (Example: Dolls put behind a screen. One is added to another, but baby is only shown one later on. Baby understands this doesn't make sense through looking cues) |
| Ordinal Relationships | Babies will crawl to the cup that appears to have more crackers , even when they are tricked to believe so. Large quantities is a control |
| Counting | By age 3, most babies know how to count to 10, but do not understand the difference between these numbers 9 months at a time. |
| Implicit Numerical understanding | Represents precise numbers of smaller objects and approximate sense of larger objects |
| Explicit Numerical understanding | Integer list is a cultural construction / language is required to represent precise sets of numbers larger than 3 |
| Cross-cultural studies of numbers | Not all cultures have created symbols for numbers (Groups along the amazon river/hunter-gatherer groups) |
| Piaget's Stage Theory | Theory of cognitive development, describes how children develop logical thought in age phases. |
| Core knowledge | Continuous develop shows quantitative change. Experience sophisticates our early expectations. |
| Information processing theories | Focus on the specific mental processes that underlie children thinking |
Created by:
lnamugenyi
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