Psychology 2700 Exam 2 Chapter 7

Front 1

Concepts

Back 1

general ideas that organize objects, events, qualities, or relations on the basis of some similarity

Front 2

Three most general categories

Back 2

Inanimate objects, people, and living things

Front 3

Category hierarchies

Back 3

categories related by set-subset relations (ex. category "furniture includes all chairs; the category "chair" includes all La-Z-Boys)

Front 4

Perceptual categorization

Back 4

grouping together of objects that have similar appearances

Front 5

True or False: As children approach age 2, they increasingly categorize objects on the basis of overall shape

Back 5

True

Front 6

Superordinate level = ______________

Basic = ____________

Subordinate = _______________

Back 6

general one

in between (basic is the one the child learns first)

very specific

Front 7

True or False: The children who were told WHY wigs and gillies have physical features they do were better at classifying the pictures into the appropriate categories.

Back 7

True (cause-effect relationship helps children learn and remember new categories)

Front 8

Naive Psychology

Back 8

commonsense level of psychological understanding that everyone has

Front 9

Three properties of naive psychological concepts

Back 9

1. refer to invisible mental states

2. concepts linked to each other in cause-effect relations

3. develop early in life

Front 10

Nativists vs. Empiricists

Back 10

Nativists= born with the set of knowledge

Empiricists= learn it from experience

Front 11

Theory of mind

Back 11

organized, integrated understanding of how psychological processes such as intentions, desires, beliefs, perceptions, and emotions influence behavior

Front 12

True or False: a 10 month old can use information about a persons earlier desires to predict that persons later desires but only under virtually identical circumstances

Back 12

True

Front 13

False belief problems

Back 13

another person believes something to be true that the child knows to be false

Front 14

The experimenter asks what is inside the box. Logically enough the preschoolers would say Smarties. Next the experimenter opens the box, revealing that it actually contains pencils. How would a 5 year old vs. a 3 old say another child would answer?

Back 14

-5 year old says child would answer Smarties just as they had

- 3 year old claims the child would believe the box contained pencils (even though it was a Smarties box)

Front 15

What about if the experimenter tells a 3 year old that the two of them are going to play a trick on another child by hiding pencils in a Smarties box, how would the 3 year old predict the child would answer?

Back 15

3 year old says the child will say the box contains Smarties

Front 16

Theory of Mind Module (TOMM)

Back 16

hypothesized brain mechanism devoted to understanding other human beings

Front 17

What children show delays in mastering false belief tasks?

Back 17

Those with autism and groups with limited language skills such as deaf children

Front 18

What evidence would empiricists use to prove theory of mind is developed through interaction?

Back 18

Cite evidence that on false belief takes, preschoolers who have siblings outperform peers who do not

Front 19

Pretend play

Back 19

children act as if they were in a different situation than their actual one

Front 20

Object substitution

Back 20

ignoring many of a play objects characteristics so that they can pretend it is something else

Front 21

Sociodramatic play

Back 21

kind of pretend play in which they enact miniature dramas with other children or adults such as "mother comforting baby" or "doctor helping sick child" or "tea parties"

Front 22

True or False: Children who engage in greater amounts of pretend play tend to show greater understanding of other people's thinking and emotions

Back 22

True

Front 23

True or False: Children who invent imaginary playmates are no different from children who do not.

Back 23

True

Front 24

Children who had created imaginary playmates were more likely to

1.

2.

3.

4.

Back 24

1. be firstborn or only child

2. watch relatively little tv

3. be verbally skillful

4. have advanced theories of mind

Front 25

It is not until age _____ to _____ that a clear majority of children realize that plants are living things

Back 25

7 to 9

Front 26

True or False: Children growing up in rural areas realize that plants are living things at younger ages than do children growing up in cities or suburbs

Back 26

True

Front 27

What do children know about inheritance?

Back 27

- they know physical characteristics tend be passed down to offspring

- realize an animal of one species raised by parents of another species will become an adult of its own species

Front 28

Essentialism

Back 28

view that living things have an essence inside them that makes them what they are

Front 29

What do children know about growth, illness, and healing?

Back 29

- living things grow in one direction (smaller to larger)

- living things can heal, inanimate objects cannot

- understand illness and old age can cause death

Front 30

What hemisphere does spatial things actually occur in?

Back 30

both brain hemispheres

Front 31

Egocentric representations

Back 31

locations of objects are coded relative to the infants' immediate position at the time of the coding

Front 32

When 6- and 11- month olds see an interesting sight on their right and are turned around 180 degrees. Where will the infant look for the interesting sight?

Back 32

He will continue to look to the right

Front 33

If they see an interesting sight to their right, but its hidden next to an adjacent landmark and they are turned around 180 degrees where will the baby look?

Back 33

He will correctly look to the left side

Front 34

A major factor in helping infants acquire a sense of space independent of their own location appears to be _________________________.

Back 34

Self locomotion

Front 35

What evidence is there that visual experience isn't the only factor that plays a role in spatial development?

Back 35

Blind adolescents and adults tend to have a quite accurate sense of space

Front 36

True or False: Children, like adults, have more difficulty forming a spatial representation when they are moving around in an environment without distinctive landmarks or when the only landmarks are far from the target location

Back 36

True

Front 37

True or False: Seminomadic aboriginal children growing up in the Australian desert are superior in their memory for spatial location than children growing up in Australian cities

Back 37

True

Front 38

When do infants represent the order in which events occur?

Back 38

As early as the capability can be effectively measured

Front 39

True or False: When 9- to 11- month olds are shown actions that are causally related (making a rattle by putting a small object inside two cups that can be pushed together), they usually can reproduce the action.

Back 39

True

Front 40

True or False: Chen and Siegler performed experiment where they examined if toddlers would choose right tool for getting toy that was out of their reach. Toddlers typically just reached out for toy while older toddlers greater understanding of causal relations led them to more often use a tool and more often choose the right tool.

Back 40

True

Front 41

Why do most 3- and 4- year olds fail to see the point of magic tricks?

Back 41

they understand something strange happened but do not try to figure out what caused the strange outcome

Front 42

Why do 5 year olds become fascinated with magic tricks?

Back 42

Because no obvious causal mechanism could produce the effect

Front 43

Numerical equality

Back 43

all sets of N objects have something in common (ex. two dogs, two cups, two balls, and two shoes share property of "twoness")

Front 44

True or False: Although infants recognition of numerical equality is limited by small sets, their recognition of numerical inequality extends to much larger sets

Back 44

True

Front 45

What evidence is there that infants responses on tests of arithmetic are based on perception and not their understanding of arithmetic?

Back 45

infants show competence only in situations where the total number of objects is three or fewer

Front 46

Subitizing

Back 46

perceptual process by which adults and children can look at one, two, or three objects and almost immediately form a mental image of how many objects there are

Front 47

Five Counting Principles

Back 47

1. One-one correspondence: each object has a single number word

2. Stable order: numbers recited in same order

3. Cardinality: number of objects in the set corresponds to last number stated

4. Order irrelevance: objects can be counted in any order

5. Abstraction: any set of objects can be counted

Front 48

If children see a puppet start by counting in the middle of a row but counting all the objects, would they judge the counting to be correct?

Back 48

Yes (order irrelevance)

Front 49

Why can Chinese children count much higher than US children?

Back 49

Chinese words for numbers in teens follow a consistent, easily learned pattern, whereas the English words for numbers in teens must be memorized one by one