Psychology Test 3

• intuitive concept and intuitive theories

• development and learning

development and learning

development 1: Spontaneous process, tied to the whole process of embryogenesis

learning 1: provoked by situations… as opposed to spontaneous

development 2: A total.. process that needs to be situated in its general biological and psychological context

learning 2: limited to a single problem or to a single structure

development 1: provoked by situations… as opposed to spontaneous

learning 1: Spontaneous process, tied to the whole process of embryogenesis

development 2: A total.. process that needs to be situated in its general biological and psychological context

learning 2: limited to a single problem or to a single structure

development 1: Spontaneous process, tied to the whole process of embryogenesis

learning 1: provoked by situations… as opposed to spontaneous

development 2: A total.. process that needs to be situated in its general biological and psychological context

learning 2: limited to a single problem or to a single structure

1. is reduced to a series of specific learned items

2. is a construction of cognitive structure

1. is reduced to a series of specific learned items

1. an atomistic view

2. a relational view

1. an atomistic view

1. is derived from, prior to

2. explains, as a function of

2. explains, as a function of

1. A: "simply to look at it and making a mental copy or image of it." B:"to act on it...to modify, to transform the object...and as a consequence to understand the way the object is constructed"

2. A: "to act on it...to modify, to transform the object...and as a consequence to understand the way the object is constructed". B: "simply to look at it and making a mental copy or image of it."

1. A: "simply to look at it and making a mental copy or image of it." B:"to act on it...to modify, to transform the object...and as a consequence to understand the way the object is constructed"

1. maintaining the symmetry

2. operation

2. operation

1. adding and subtracting

2. joining and separating

3. counting forward and counting backward

4. ALL of THEM

4. ALL OF THEM

1. externalized action

2. interiorized action

2. interiorized action

1. exist in isolated manner

2. constitute a structure

2. constitute a structure

1. emerge around young adulthood

2. constitute the basis of knowledge, the natural psychological reality

2. constitute the basis of knowledge, the natural psychological reality

1. development

2. learning

1. development

1. A: indispensable for, B: not immediately translated into operations

2. A: not immediately translated into operations, A: indispensable for,

1. A: indispensable for, B: not immediately translated into operations

1. the schema of the variable object forms 

2. the schema of the permanent object

2. the schema of the permanent object

1. when they are in view

2. even when they are hidden from view

2. even when they are hidden from view

1. no operation

2. full operation

1. no operation

1. A: operational reversibility B: conservation of quantity

2. B: conservation of quantity A: operational reversibility

1. A: operational reversibility B: conservation of quantity

1. (A) externalized operations, (B) does not change

2. (A) operational reversibility, (B) changes

2. (A) operational reversibility, (B) changes

1. A: operation on concrete objects or events 2. B: mentally reverse operations

2. A: mentally reverse operations, B: operation on concrete objects or events

1. A: operation on concrete objects or events 2. B: mentally reverse operations

1. (A) hypotheses and abstract propositions, (B) concrete objects

2. (A) concrete objects (B) hypotheses and abstract propositions

1. (A) hypotheses and abstract propositions, (B) concrete objects

1. an experience of the child's own actions (e.g., a property of the act of ordering or counting)

2. an experience of objects themselves (e.g., a property of coins)

1. an experience of the child's own actions (e.g., a property of the act of ordering or counting)

1. the sum is independent of order

2. the coins have round shapes

1. the sum is independent of order

1. logical-mathematical knowledge

2. linguistic knowledge

1. logical-mathematical knowledge

1. concrete operations

2. hypothetical operations

1. concrete operations

1. interiorized

2. externalized

1. interiorized

1. logical conclusions from operations themselves

2. logical conclusions from memorization 

1. logical conclusions from operations themselves

1. maturation

2. experience

3. social transmission

4. equilibration or self-regulation

1 through 3

1. maturation

2. experience

3. social transmission

4. equilibration or self-regulation

4. equilibration or self-regulation

1. aim to dissolve boundaries between system and environment

2. maintain conditional independence from their environment.

2. maintain conditional independence from their environment.

1. disequilibrium

2. equilibrium

2. equilibrium

1. goal-directed systems capable of self-regulation or self-correction.

2. stimulus-responding systems

1. goal-directed systems capable of self-regulation or self-correction.

Initial equilibrium: Longer means more

Disequilibrium: Thinner means less

Reorganization: Oh, it gets longer but also thinner. And if it gets shorter, it gets thicker.

New equilibrium: It got longer but thinner, so nothing really changed.

Initial equilibrium: Thinner means less

Disequilibrium: Longer means more

Reorganization: Oh, it gets longer but also thinner. And if it gets shorter, it gets thicker.

New equilibrium: It got longer but thinner, so nothing really changed.

Initial equilibrium: Longer means more

Disequilibrium: Thinner means less

Reorganization: Oh, it gets longer but also thinner. And if it gets shorter, it gets thicker.

New equilibrium: It got longer but thinner, so nothing really changed.

1. A: reorganize their cognitive structure, B: disturbances in their understanding, C:a new cognitive structure

2. A: disturbances in their understanding, B: reorganize their cognitive structure, C:a new cognitive structure

1. A: reorganize their cognitive structure, B: disturbances in their understanding, C:a new cognitive structure

1. external reinforcement

2. equilibration

3. stimulus-response associations

1. external reinforcement

3. stimulus-response associations

1. get constructed through infants’ actions

2. awaits revelation

2. awaits revelation

1. A: emergent, B: real

2. A: real, B: emergent

1. A: emergent, B: real

1. A: self-organizing B: dynamical systems , C: novel, D: emerges, E: multiple

2. A: dynamical systems, B: self-organizing, C: novel, D: emerges, E: multiple

2. A: dynamical systems, B: self-organizing, C: novel, D: emerges, E: multiple

1. incapable of cross-scale communication

2. over nested timescales 

2. over nested timescales 

1. A: States, B: over time, C: time derivatives

2. A: time derivatives B: over time, C: States

1. A: States, B: over time, C: time derivatives

1. quantum

2. Newtonian

2. Newtonian

1. A: novelty, B: their own activities

2. A: their own activities, A: novelty

1. A: novelty, B: their own activities

1. at location B (the new hiding place)

2. at location A (the original hiding place)

2. at location A (the original hiding place)

1. only when they have never seen the object hidden at location

2. even after seeing the object hidden at location A in the previous trials

2. even after seeing the object hidden at location A in the previous trials

1. A: dynamical systems, B: self-organizing, C: novel, D: emerges, E: multiple

2. A: multiple, B: dynamical systems, C: self-organizing, D: novel, E: emerges

1. A: dynamical systems, B: self-organizing, C: novel, D: emerges, E: multiple

1. “Because these accounts seek an explanation solely in terms of infants' cognitive capacities neglecting development in other sensory-motor areas"

2. “Because these accounts seek an explanation in terms of too codependent and confounding variables” 

3. “Because these accounts seek an explanation in terms of a single cause when there is no single cause” 

3. “Because these accounts seek an explanation in terms of a single cause when there is no single cause” 

1. A: a new knowledge of conservation, B: new, C: multiple casual factors, D: integrate, E: emerge

2. A: a new knowledge of conservation, B: emerge, C: multiple casual factors, D: integrate, E: new

1. A: a new knowledge of conservation, B: emerge, C: multiple casual factors, D: integrate, E: new

1. higher levels of activation at location B 

2. similar levels of activation at both locations

3. higher levels of activation at location A 

2. similar levels of activation at both locations

1. higher levels of activation at location B

2. similar levels of activation at both locations

3. higher levels of activation at location A

3. higher levels of activation at location A

1. self-sustaining for long

2. transient

3. quickly decaying

1. self-sustaining for long

1. similar levels of activation at both locations 

2. higher activation at location A 

3. higher activation at location B 

3. higher activation at location B 

1. A: higher activation at location, B: lingering memory, C: dominate

2. A: lingering memory, B: dominate, C: higher activation at location

1. A: higher activation at location, B: lingering memory, C: dominate

1. A: quickly delays B: revives, C: lingering memory, D: fail

2. A: revives, B: quickly delays, C: lingering memory D: fail

1. A: quickly delays B: revives, C: lingering memory, D: fail

1. A: less, B: location B, C: stronger and more persistent activation

2. A: location B: stronger and more persistent activation

3. A: stronger and more persistent activation, B: less, C: location B

1. A: stronger and more persistent activation, B: less, C: location B

1. A: real-time activities B: strengthen and sustain

2. A: strengthen and sustain, A: real-time activities

1. A: real-time activities B: strengthen and sustain

1. pre-determined developmental plans

2. real-time activities

2. real-time activities

1. A: bodily development, B: pre-crawling, C: crawling, D: walking

2. A: pre-crawling, B: crawling, C: bodily development, D:

1. A: bodily development, B: pre-crawling, C: crawling, D: walking

1. dense with hands

2. dense with faces

3. BOTH

2. dense with faces

1. dense with hands

2. dense with faces

3. BOTH

1. dense with hands

1. A: less, B: correlation, C: negative

2. A: less, B: negative, C: correlation

3. A: less, B: positive, C: correlation

1. A: less, B: negative, C: correlation

1. A: more, B: positive, C: correlation

2. A: positive, B: less, C: correlation

3. A: negative, B: less, C: correlation

1. A: more, B: positive, C: correlation

1. A: experience perceiving, B: real-time

2. A: real-time, B: experience perceiving

2. A: real-time, B: experience perceiving

1. A: intuitive theories, B: intuitive concepts, C: own actions and everyday experiences

2. A: intuitive concepts, B: intuitive theories, C: own actions and everyday experiences

3. A: own actions and everyday experiences, B: intuitive concepts, C: intuitive theories

2. A: intuitive concepts, B: intuitive theories, C: own actions and everyday experiences

1, with the aid of intuitive concepts about conservation 

2. through their actions and experiences

3. with the aid of intuitive theories about conservation 

2. through their actions and experiences

1. A: Longer means more, B: B has more than A

2. A: B has more than A, B: Longer means more

1. A: Longer means more, B: B has more than A

1. A: thicker means more, B: A has more than B

2. A: A has more than B, B: A thicker means more

1. A: thicker means more, B: A has more than B

1. A: compensating, B: Oh, its get longer but also thinner. And if it gets shorter, it gets thicker C: A and B has the same

2. A: Oh, its get longer but also, B: And if it gets shorter, it get thicker, C: compensating

1. A: compensating, B: Oh, its get longer but also thinner. And if it gets shorter, it gets thicker C: A and B has the same

1. A: conservation, B: it got longer but thinner, so nothing really changed

2. A: it got longer but thinner, so nothing really changed , B: conservation

1. A: conservation, B: it got longer but thinner, so nothing really changed

1. A: sometimes longer means more, while other times thicker means more, B: the length and width of clay are compensated, so the same quantity despite appearance differences

2. A: the length and width of clay are compensated, so the same quantity despite appearance differences, B: sometimes longer means more, while other times thicker means more

1. A: sometimes longer means more, while other times thicker means more, B: the length and width of clay are compensated, so the same quantity despite appearance differences

1. intuitive concepts

2. daily, real-time experiences

3. intuitive theories

4. ALL THREE

2. daily, real-time experiences

1. rejects

2. approves

1. rejects

1. (A) succeeded (B) before observing the toy being hidden in the new location.

2. (A) failed (B) even after observing the toy being hidden in the new location.

2. (A) failed (B) even after observing the toy being hidden in the new location.

1. continue to fail at

2. typically succeed in

2. typically succeed in

1. represent object as bounded

2. represent objects as permanent

2. represent objects as permanent

1. affirmed

2. rejected

2. rejected

1. A: permanent B: out of sight

2. A: out of sight, B: permanent

2. A: out of sight, B: permanent

1. A: permanent B: out of sight

2. A: out of sight, B: permanent

2. A: out of sight, B: permanent

1. (A) transient (B) recall the memory of its previous location 

2. (A) permanent (B) track its movement to the new location

3. BOTH

(A) permanent (B) track its movement to the new location