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Infant Develp. 2
Part two of infant development class
| Question | Answer |
|---|---|
| Concept or Category representation | terms which refer to a mental representation for similar or like entities |
| Categorize | To respond to discriminiably different entities from a common class as members of the same category |
| classes | Files or category representations to hold information about various objects |
| What is a global file? | Also called superordinate files. Higher up level files "dogs in the animal kingdom. planes in the locomotive file" |
| What is the benefits of having concepts? | (1) Freeing cognitive resources that can be used for other purposes such as problem solving (2)making mental life for tractable and managable by simplifiaction[i.e colors] |
| category level information | Summarized information [excluding details] |
| Exemplar-specific information | Detailed information about each individual instance or member of a category |
| Acquired equivalence | A research program which suggested that items given the same verbal label increased in percieved similarity, where as items with different labels INC disimmilarity |
| Why did people believe categorization was a late achieved concept? | Lack of language [acquried equivalence, and the idea that concepts were represented by sets of necesary and sufficent features] |
| family ressemblance | categorization is highly determined because objects in the percieved world are structured [look alike] |
| What are methods used to study that infants understand categorization? | Familarization/novelty preference procedures |
| novel category preference test | when an infant is familarized to a category of items, then presented the baby with a new items form the category and another items from the other category [baby should turn to completely novel one to prove categorization abilities] |
| what conditions must be met for category formation? | (1) it must be shown that the preference for the novel cate. instance did not occur before of a prior preference. (2)must show capable within-category not between category |
| Whats within-category discrimination? | Infants being able to discriminate between the indididual characateristics from the familar cateogry |
| Between-category | A process that required grouping of discriminably different instances together |
| Sequential touching procedure | Used in 12-30months. Categorization is inferred if the infant touches exemplars from one category in sequence before touching members of another cate. |
| Generalized imitation | 9-20months Categorization is inferred if the infant generalized the actions to other members of the same category but not to contrasting one [dog drinking from bowl vs plane drinking from bowl] |
| What are the different levels of inclusiveness of categorization? | (1) Object [global and basic scale] (2) space [above vs below] (3) Color (4) orientation (5) form (6) facial expression |
| What are the perceptual abilities of categorization? | Based off the appearances of the exemplar [curvilinear vs rectilienear] |
| What are the dynamic attributions of categorization? | Biological aspects [animals can move on their own, furniture can not] |
| Infants are found to form category presentations based on head regions | True |
| What are the limitations of using head region categorization? | We do not know the extent of which is occurs, and the pictures [with the dogs and cats] are only visual cues, not movement cues |
| Category formation | Whether the experiment is formed during the course of an experiment |
| Category possession | Whether the experiment tapped into a previous category |
| How is age an issue in testing categorization? | With increasing age, infants have more real-world experience and are thus more likely to tape into their own knowledge base |
| How is stimulus class an issue in testing categorization? | Infats are likely to experience some stimulus classes greater than others--increased likelihood of lab performance |
| What was a supported reason that female faces were preferred over male faces? | Females exposure--babies were more familiar with female faces and thus preferred to look at them |
| single process view | the view that the category presentations of infants develop gradually through a process of quantitative enrichment [seeing a bunch of animals and grouping them together into a common representation[ |
| Dual process view | Seeing is not the same as thinking. Embraces the idea that category representations form on the basis of static perceptual attributes are merely schemas and not imply understanding |
| Perceptual schemas | categories based on appearance |
| image schemas | categories based on meaning |
| basic to superordinate order of categorization | seeing things from single to global |
| global-to-basic order of categorization | seeing things from global to basic [more evidence suggest this is the way infants develop] |
| What three things must an infant discover in order to learn language? | (1) phonology [sounds] (2) semantics [meaning] (3) grammar [rules for how words are used and formed] |
| pragmatics | An understanding of how communication works |
| Infants are able to differenitate many of the speech sounds that distinguish words across the world until what age? | 10-12 months |
| phonemic constrast | The difference between vocal sounds [p] and [b] |
| Universal language perceivers | The ability to discriminate all sounds that could possible by relevant for any of the world's languages |
| What kind of sentences so infants have preference for by 6 months? | 6months- Sentences that have pauses inserted between clauses to sentences with pauses within clauses [even when speech is filtered] |
| What is referential word knowledge and when do infants obtain it? | Knowing that words can stand for objects. Doesn't comes till a far later age |
| What is the relationship between language and visuals in infants? | Infants can connect the words to the motion of lips of the person speaking |
| canonical/ reduplicated babbling | Starting about 6-7 months. Sounds such as mama, ga-ga, goo-goo |
| Variegated babbling | 11 months of age Characterized by strings of varying syllables [bagoo] |
| perceptual assimilation model | states that discrimination of a contrast depends on whether and how the two speech sounds are categorized into native language perceptual categories |
| statistical learners | the view that infants encode speech sounds and implicitly compute how often sounds occur in their sequences [doctor vs guitar] |
| transitional probabilities | the probability that a given syllable will follow another [i.e julie example] |
| How do infants segment sentences? | transitional probabilities, statistical learning, phonotatctics |
| Phonoatactics | Noticing repeated words in sentences and familiarizing to them |
| When does grammer apply to language and what does it incoporate? | 15monts- the sophistication of combinations of social pragmatic understanding, an understanding of constraints on the possible meaning of words and a new-found expertise with linguistic rules |
| intermodal preferential looking procedure | experimenters looking boring object making 12 months resist attaching to more interesting object. 19months learn about the boring object |
| referential intent | looking at facial emotions to label an object [gazzer in the box example] |
| mutual exclusivity | ruling out labels that already know to make determine a new label |
| categorical induction | after learning a number a words, infants begin to make guesses about how words might be extended to each other [C-shaped example] |
| synatatic bootstrapping | children's ability to learnwords for things than objects and they seem to use language itself to help cue them [plural, blickish--example] |
| morphology | the different forms that words can take |
| the social network model | argues that the causes of social behavior and development are to be found in the structure of the social system itself and the past experience [pigtail monkey vs macque monkey] |
| explorations |
Created by:
agrandis
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