modules 5-8 review

MODULE 5: PERCEPTION, ACTION, AND LEARNING IN INFANCY

• 4 months —> see lots of elements, some moving and some not, they take in a ton of info

• lots of rapid change happen in 3 areas of perception, action and learning during first 2 years of life, dev in 3 areas intertwined

  • action (leanring to crawl and walk) more of world aavaialbe to perceive (perception), and learn (learning)

• william jame: believed wordl is a big confusiont o newborns, but modern research says ALL SENSORY SYSTEMS FUNCTIONING TO SOME DEGREE AT BIRTH and subsequence devleopment hapepens rapidly

• sesation: processing of basic info from external world by receptors in sense organs and the brian, perception: organizinga nd interpeting this

  • ex. sensation: green leaves, brown ranches, features colours oreintaitons of tree into retina, perception: “oh its a tree”

• newborn vision is shit, within first few motnsh its better. by 8 months just like an adutls (im pretty sure)

• immature cone cells, which are colour and light-sensitive, which means everythings a blur, so they preer to look at borders. only 2% of light gets in fovea, so all they can see is the big E on the optometrists office, by first month, they cant see differnece between white nad coluor. by 2 months they can see colour, by 8 months they can see like adults can

• they have categories of colours, fNIRS, shining light into brain sees that they see two shades as same cateogry, but two differnet colours entirely as differnt, so they ahve colur catoegires before labels

• smooth-eye pursuits at 4 months, before then trakcing is quite jerky. a maturation thing of the neural and perceptual systems, experience-independent.

• below 2 months, they only look at corners, but by 2 months they have better contrast sensitivty, by 4 months they look mainly at eyes, once they star babbling they look at mouths, bilingual see mouth earlier than monolingual because they have to take in info from the mouth

• perceptual constnacy: changes in images in retina are assumed as due to distance not the object actually changing. evident early in life, literally for newborns. NEWBORNS HAVE PERCEPTUAL CONSTANCY

• object segregation: how to tell where one object ends and another begins? 1. they use common movement. if tehy both move at the same time theyre the same thing, if they move at difernt times/directions, nto the same object. using common mvoement as a cue emerges as 2 months, older infants use other cues like gravity. if they have previous experience with the object, and know its specific physical properties, even 4.5 montsh can intepret it like adults do. culture affects what they focus on, wtih western adults on focal objets, east asian adults on backgorund ocntexts

• face perception: drawn to top-heavy things over bottom-heavy things. quickly prefer own caregivers faces than others, end of first year more focused on hands than faces cause theyre workign with objects. percpetual narrowing is a factor, with the other race effect where eventually when theyre exosed to more faces of the races they are familiar with, theyll be able to tell them apart, but not those of different races. perceptual narrowing for thsi happens after6 months. at 6 months they are not pereptually narrowed yet. biracial infants or those that spend time with ppl of other races regularly dont have this perceptual narrowing. ex. first “all koreans look the same”, with more time in kpop fandoms, you can tell them apart. infants also like looking at faces adults deem attarctive as well (perhaps bcz of behaviur or how long they lok at those faces). kids with ASD dont look at faces enough, this is an early indicator for ASD. toddlers who strongly preferred geometric images had poor language, cognitiv and soical abilitesi than other autisitc toddlers, cause they look at faces les.

• object knowledge: kids reach for things even in dark, object permannece has been mostly disproved. screen swinging side to side, usually hit by box, when it goes straight thorgh it confused them. not sure what relevance is here.

• depth perception: optical expansion, thigns get bigger the closer they get to us, you would hope we’d duck, infants cna blink tho, invovles temporal and visual processing, its expeirence-independent, part of normal brian amturation for development of cortical expansion. the more you interact with the wordl, a lot more cues to learn more about objects around him. binocular disparity: diff btwn two eyes, that tells us depth, also stereopsis: degree of disparity. this starts at 4 motnths, complete between weeks

• stereopsis is experience-expectant. if you have eye that doenst work at first, then you clear it you’re good in both eyes, youre gonna still ahve toruble with this if you clear it after your sensitive period which is before 3 years of age. at risk for lifelong challenges in binocular vision. 6-7 months, monocular cues. they develop AFTER binocular cues. goo for conveying depth in picures.

• auditory perception, pathways in brai mature over hte first year. auditory localization, percpetion of the spatial location of a sound source, infants have tiny heads, hard to figure out what area its coming from because of this, cuse its basically all around the same place. also they ahve a ahrd time integrating what you hear, see nad touch.

• music perception: prefer infant-directing singing over adult-directed singing (its slower and hgh pitched, positive affect), they also like consnat intervals ovr dissonant ones. they can tell if something is a differnt note within the key, while adults cant but both call tell if something is off the key entiretly. this may be cause adults just hear so much a little note differences isnt a big deal, but for babies they havent heard enough that it is a big deal. this is perceptual narrowing (pretty sure). adult musicians better at processing pitch and rhythn in speech and music. this is cause music learning improves these parts of you rskills, but also if youre good at it oure gonna see, more training in it. potential relationship btwn ealry msuical expeirence and devleopment of langauge and literacy

• early exposure to bitter flavours increases likelihood of later preference for them, not sure about sweet and salty flavours, preerences for smell are early, armpit study with mothers, rpeferred one with mothers more, neophobia for food where they avod unfamiliar foods is because of reactivity to food ODOURS not tastes

• for touch, theyre using their mouth a lot, sucking on everything. by 4 months they have more contorl ove rhands and arms, use those more than mouths, rub, hit, pull, whatever the object is. they also create mental maps of their own bodies, how it feels to be toched in certain places, annd which places those are. brains of 7 month olds proessing locations where others are touched using same areas in somatosensory cortex. mirror neurosn!! i think.

• infants grasp at objeccts in 2d images, by 19 months they realize pictures are symbolic and idfferent from real objects, you need experience with pictures to get this, also 2d imags that intearct with infants (like video call) more readily understaood to be real people than inanimate ones

• intermdoal perception: involving simulatneous stimulation through mutliple sensory modalities. shattering glass: visual and auditory. processing multple things to make one coherent event. from early on, a picture of a pacifier they sucked on and they didn’t theyll know through sight even thoguh they only epxlored thorugh sucking on it. iinfants prefer mutlisensory events that seem to come from one thign (like rattling and colourful toy),and 4 month olds pay more attention when tehyre synced than out of sync. also when there seem to be abstract connections between them, like sight and sound, parabola of whistle going up and down and a ball falling

• 3-6 months, no preference for certain faces when paired with fhappy ro sad music, but 9 month olds looked longer at own race wth happy music an other races for sad music, tells us about ealry roots of social catogires and preerences

• mcgurk effect, ba over ad over again, but you see them saying pa, you’re gonna hear pa. young infants can tell diff in speech sound and faical movemnts (at same time i think) in diff langauge, but not as they get older cause percetual narrowing. blind bcz of cataract, once theyre gone, you can match an object you felt via touch after 5 days!! so experience is necssary to find links between modalities

• motor development, reflexes. grapsing: grasping a thing that touches hand. rootig: turn head in direction of touch and open mouth for breast feeding. sucking: when sucking with oral contact, swallowing following this, but more likely to align with states liek hunger. tonic neck, not sure whey do this , the ones on one side extend, the ones on other sdie flex. most on WEIRD population, can’t base off that cause 17% sit up within 5 months in america, 0% in italy, and 92% in cameron bcz in cameroon no high charis, so they ahve to devleop msucles quicker also in westn africa they promote motor movement thorugh stretching and stuff, some hate it, which does make advancement less advanced

• motor movement governed by brian maturation to one area, but also stuff like psoture control, balance, body propertiions. affordance are possibilies of action offered or afforded by objects. “can this thing afford for me to step on it? to throw it? can i walk on ground”

• kids need to be motivatioed, and when they are they walk more interact more, that helps them learn more, good for cog development

• reaching: need 1. muscle development 2. postural control 3. development of various perceptual and motor skills

• pre=reaching mvoements, 3-4 months, can reach but its jerky. the more they interacted with objects, they faster they could reach for them. 7 months they can sit and reach smoothly, interct with more objects, effects on visual perception ecause as htey sit up they can see objects better

• visual and motor devleopmetn wrk togehter, and when you cant see you can use sound. reaching helps them interct with world more, and theyr each more when adul tis around cause adult can help them do the thing, which is scaffolding

• self-locomotion, moving around enviornment on their own, ex. crawling, then 11-12 months they start walking, weak uscles tho so bad balance, they adjust mode of lcomotion depending on percpetion of propserties of surfaces they wanna cross

• scale errors: try to do with a small object what tehy could do with a big one. try to get on a super mini slide bcz theyre not takig into account mismatch between body size nad object size

• grasp errors: child picks up object from 2d rep, media errors: tries to use tinteractvie tech to recive objec through screen

• disappearing reflex: hold a kid up with feet on surface, theyll reflexibly step, stops at 2 months, its caus they got heavier so it takes moer effrt.

• learning: habituation, they just get used to a thing, this is good so they can focus on things that are more meaningful than whats just in the background. speed of which they ahbituate might reflect general efficien y of processing of info. also tend to ahve higher iqs

• statistical learnign: whats more likely to come after this, probaiblity stuff. can detect it in speech and stuff, one way of learning things in speech. prefer patterns with some variabity over others that are perfeclty predictable or hella compelx, theres a goldlilocks zone. for the 90% red, 10% white, if tehy go “oh its from my pocket”, or “oop soethign randoms going on in the thing” they go “ah ohte rfactors hapepning”

• classical conditoing: pavlov. insturemntal conditioning: operant conditioning, pos/neg punishment reinforcemnet.

• observaitonal learning: 6-9 months imiate person after 24 hours, and 14 months a full week after first see ing them. mirror neurons here, mu rhythmn in eeg invovled with imitation. 7 months with greater mu rhythmn more likley to reproducie it, seeing someone with grit (abstract oncept) makes you more likely to do it too

• rational learning:ajdusting bleiefs about wordl on info received. "get mexican food at chinese restaurant go oh shit okay its not just a chinese restaurant then”. example iwth 90% red balls, 10% white balls, pick out majority white theyll go “huh??” statistical learning. if toy worked before, then they tried it and it didnt work they go “huh im the problem”, but if its the gtoy problem, they go to new toys. if its tehm, they ask for help

• active learning: they engage iwth things, they laern more about it.wehn something vilates physical laws they try to figure out why it happened. infants able to integrate multple types of leanring!! active, statistical, observational…

• infants retian info over wekes and months dpeneding on age, long-term meory strenghtens with age. at 6 months, can detect chages in single item colour or location only, but 12 month can put up to 4 months in workign memory!!

• visual cliff, depth perception: 8 months, novice crawler, go straight over, plop. after few weeks, mroe hesitant about it. ntto af ear of ehights tho cause wehn tehy start walking, go striaght over again, have to learn again, and then expert walkersr theyre so good. when learning a new motor behaviour, takes time an experience to integrate perceptiosna nd behaviours

MODULE 6: DEVELOPMENT OF LANGAUGE AND SYMBOL USE

• by 5 years, basic structure of native language is mastered

• phonemes —> smallest sound, not meaning, /b/, /p/

• morphemes —> smallest unit of meaning, (dog), (dog)(house), (butter)(fly)

• language is generative; we can generate an infite number of sentences and ideas from combining words

• syntax: the permissible combos of words by order, with meanings changing with different words, lily ate the lobster is different from the lobster ate lily

• syntactic boostrapping: using the general tenses and modifications of words, you can ascertain its meaning. ex. kradding —> adjective, krad —> noun

• pragmatics —> how language is typically used in a speific cultural context. it involves context, emotional tones, and cultural rules and contextual variations of a language

• language is species-specific and species-universal. only humans learn language, and in typical development, all humans are meant to acquire language. while other animals have been trained to acquire signs, and animals communicate with each other, it’s not the same as spontaneously producing language ilke humans do.

  • think of the case of kanzi. who put over 350 words in its vocab, and combines them, can’t spontaneously reproduce them though or manufacture syntax, but he can follow verbal instructions. what makes his knoweldge not generative is that he is not spontaneously producing language or grasping an understanding of syntax. in other situations of dogs and parrots, when they are taught spoken languages, there are still limitations that distinguish language learning in humans to animals. another major difference is that humans learn it naturally, effortlessly, with our own critical periods for it,

• the neural correlates to langugage functioning are left-hemisphere specializes in language most of the time as found by using PET scans

• sensitive period age 0-7/8, it says period ends sometime betwen age 5 and puberty. adults are more likley to suffer permanent language impairment in the brain than cjhildrne, cause their brain is already organized enough that its hard for it to take over, but childrens brains are so plastic, esp in utero that they can restructure. adult neural circuitry when bilingual from birth to learning 2nd language in adulthood are different. better in early years. immigrants who learned english after age of 7, poorer mastery than those who learned it before hand. can still do great! but on average, poor.

• reasons for a sensitive period: unknown! but poorer working memory as child lets them store smaller chunks of language than adults so they build up from morphemes which might help in language learning! theres also developmental changes in plasticty of languge-related regions of the brain and motivational differences across ages. also for deaf children you gotta help them sign as early as possible so they can have a native langauge during the sensitive period otherwise its deprivaton of language!!

• children need to be exposed to others using language, and auditory pereferences are acc fine-tuned thorugh experience with human language

• infants prefer infant directed speech which has greater pitch variability, very exaggerated, has exaggerated fasicla expresses, more questions, word reptition, more questions, clearer vowels, just really exaggerated and big eyes looking at child. this is pretty much universal not all tho and even in sighned language, and is used to speak to the infant with mportan words even tho they dont know the words. they recognize words better in ids than ads. even when not with adults, some children from diff cultures are always around ppl, and if its very noisy theyll hear it less

• being bilingual improves aspects of cogntive functioning in childhood and beyond. attention to speech cues is hehgitheed because they have to look at mouth and listen to distinguish between sounds, and better at using only visual to distinguish. they build 2 seperate liguistic systems, where code switching is insetig words or phrases from one anguage into another. bilingual toddlers are just as fast as monolingual children in recogniziing words, they also switch btwn two langages in undresanidng nad speaking, so they have greater cogntive flexiblity in learning tasks, also more successful in learning both lagnauges wehn school helps them do that

• prosody, is a characteristic rhythmic nad intonation pattern a lagnuge is spoken with. like the stresses of a language, and young infants perceive speech just like adults. categorical percpetion is the whole thing of /b/ and /p/ are differnte and in different coategories, if its a continuum within the cateogry they wouldnt perceive it cause it isnt linguistically meaningful. young infants draw the same thing with differnet categories. thinking of sounds in categories. they dont perceptually narrow to the ones in their language(s) as well so they can tell the difference between like /k/ and the /ke/ or whatever in arabic, while adults can’t. infants start learning whichever of languages they hear around them, so this entire thing of being able to detect all categories is experience-INDEPENDENT.

• experience-independent —> brain development that occurs REGARDLESS of experience. ex. formation of basic brain structures

• experience-expectant —> requires certain enviornmental inputs to shape neural circuits ex. vision exposure, langauge with experience, you need experience to shape it right. if you don’t its a problem. learning it later is severely affected

• experience-dependent —> changes that happen due to indivdual experiences ex. getting better at an instruent because you did it youreslf. skill isnt preprogrammed.

• word segmentation: in the whole run of words that is spoken language, trying to figure out when words begin and end, which kids do through stress-patterning (some langauges emphasize the front of the word vs the back), and distributional properties where they know some syllables occur together more than others do. they also use their name as a pivot point to learn more words from (ex. its jerry’s cup, can konw that cup is a seperate word than jerry)

• babies begin babbling 6-10 months, avg of 7 months. before then, they coo, or blow raspberries to gain mtoor contorl over vocalizations. babbling helps them experiment with the syllables that are iimportant in their language. also babbling helps them learn how convos work with taking turns (which is bidirectioanl comunication) and draw attention to thinks they wanna talk about, as well as showing that theyre paying attention

• intersubjectivity is where you share a mutual undersnatding iwth a partner and joint attention is where you both look at one thing, the caregiver follows the babies lead so they can teach the baby things that it cares about, by 12 months, they also point themselves!!!

• infants know more words than they can say!! at 6 months even they know way more words and can identify objects with eye sight, (eye trackiung studies), aslo with time they can speed it up responding after the first syllable and using context (24 months they can do this, 15 months wait for the whole word)

• first words rae produced between 10-15 months of age, but theyre misprounced a lot. (ex. bubba —> brother, wabbit —> rabbit, nana —> banana, cagoshin —> chicago (reording parts of word). early words often refer to family members, pets, important objecs and this seems to be the same across the world.

• overextention —> generalizing to bigger than it is (ex. dog for any 4 legged animal). underextension —> specifying word to one context when it acc can be applied to more (ex. kitty —> not just my cat, the neighbours too, all cats acc). over- and under- extension reflect incorrect mappings between words and meanings, and need to be revised as language learning continues

• after the first words at 10-15 months of age, by 18 months their vocab is of around 50 words. then we have a vocab spurt! rate of learning goes through the roof!! infant directed speech helps in learning words, and games where they ahve to identify things in the world or on their body

• cross-contextual learning is when the same thig is presnt across contexts, so they pick up on that word being said everytime a thing is present nad using that cross-context to figure out the meaning of the word. when objects are always in same locations, its also easier to name them cause theres spatial consistency, which is something parents cna do to make it easier

• mutual exlcusivity: oh one thing only has one name. monolingual kids usually do this more than bilingual cause they go “oh one thing can only have one meaning” but bilinguals are like “nah it can be that t (oo cause things can have multipel words tatached to them”, hence the blicket (ex. given something you know is a cup, adn the other is u dont know what it is, the new thing has got to be the blicket)

• whole-oject assumption: a word has got to reference the whole new thing, it cant be a part of it, like the colour or tail or mouth, ex. “bunny” —> whole bunny not the twitching of a tail

• pragmantic cues, using social contexts where words are used to get its meaning, ex. if adult asks “whast the modi?” and theyre looking at one thing over the other, theyre gonna assume its the one theyrelooking at. aslo if they pick one up, smile, and pick the other one up and frown, they’ll go “ah the one they smiled at is the right one”. violation-of-expectation studies where they pick up the one they were sad at to figure this out

• if labelling of objects conflicts with childs knowledge, theyll only accept it if the adult is trustworthy. if they go “yeah I know it looks like this but its acc this”, they go “oh okay i get that” “oh my guarsh, that’s crazy i believe you”

• syntactic boostrapping: they also use linguistic context to infer meaning like “kradding” —> adjective, “krad” —> noun. count noun —> something you can physically count, discrete variables (1,2,3, apples), mass noun —> 1-2 airs, 1-2 waters. infants and toddlers use these links to find meaning.

• object shape overrules everyhting else, even size colour texture. u-shaped bloock, wooden fur blue, doesnt matter its all dax

• by 5 years, they focus more on functionality

• one key detemrinatnt is SES of parents. low SES, lower vocab than high SES. why? they talk to kids more, but new resaerch may say diff may not be as etreme cause they didnt take into account speech not given by prmary craegiver. more you talk to them, recognize familiar words more. variability in amt of input parents provide even within gorup of similar SES. children who experienced higher-quality language input (more ocnvos back and forth) greater activation in language areas of brain, increased cortical surface area in left hemispheric language regions. physical enviornments have an effect, harder to learn in noisy enviornment. low language skills tend to be with kids with low langauge skills as well than kids who have high language, negative peer effects can be offset by positive teacher effects.

• interventions of increasing time lower SES parents talk to kid, encouraging them to talk to kids about foods in markets, teahcing parents about their own role in positive effect, more teacher trainings in low income settings

• ibabies, tech and language learning. ifnats wehre parents taught htem showed greatest vocab develpment, learn more when interating with humans, not much effect for education apps found, kids learned better when they werent be disturbed!!!

• first sentences start at one year, with holophrastic speech, then we get to telegrahpic speech, which are two utterances “read me” —> pls read to me

• most start producing short utterances for a bit, then put sentences of 3+ words together. rapid increase in mean lenght of utterances studied longitudinally. lenghth of utterances increase in part cause connecting words are now part of things

noam chomsky

• idea of universal grammar, superficial differences btwn langauge, but everyhting has the same subjects, verbs, objects, tenses, so language evolved to be a central part of humans

MODULE 7: CONCEPTUAL DEVELOPMENT

• cocncepts, how we organize things. infiinte number of them, cause theres an infinite way things can be similar. ex. smae colours, materials, tastes, functions, sizes.

• nativists: believe innatue undresatidg obasic conepts plays central role in developemnt. they have specific modules even to do a thing. like specific undersatnidn go fhtings like time, space, number, or specified mechanisms to udnerestand them

• empircists: yeah sure nature does something but more gneral aiblites, tehy learn theseconcepts. they say data tehse arguments are baesd on of like habituation studues not good enough .

• first form middle cateogyr (dog), then generalize to broad (animal), then specify (border collie) —> these are category hierarchies. general —> superordinate (the broad one), medium (basic), suborderinate (very specific)

• how do we get from superordinate and subordinate from basic? 1. parents teach go “alll those in ikea, thats furniture”, and ‘belugas are a type of whale!!” super sensitive to nuances like “this beluga is a fsih” vs "belugas are fish”

• 3-4 months, they make general categories

• perceptual categorization, goruping things together bcz of simialr appearnces, like colour size or movemnet. ex. “oh wheels? vehicle. legs? aimal”

• care a lot aobut overall shape. more important than colour texture…

• casual undeastnding and cateogrization, first months know of casual interacitons like gravity, support. gets better during first year. at 3 months, they look longer if box relesed in midair is suspended cause gravity. by 5 months, they get relevance of type of contact (like oh its attached to bottom okay its good, they need more contact, got it yeah, just being connected wouldnt ben enough). after 1st birthday, think about shape of ojbect and are surprised if asymmetrical object remains stable. goes to moving objects too

• 4-5 year olds, undrestanding cause-effect relations helped them go “oh yeah wings to fly, spikes to fend off predaors i know which ones are which ones”

• naive spychology 3 things: desires, beliefs, actions. develop rpety ealry in life. 6 months, something is goal directed, can undesatnd intention

• by 4 months, know what they can and can’t do in theri sense of self, by 18-24 months, wipe off smudges off faces when tehys ee in mirrors.

• in first year, pay more ateniton to things they find interesting, find others interesting, prefer human cartoons rto raondomthings, imiate others, underatnd ehaviours have purpose and are goal directed. undreatnd indivdual diffs among ppl, preferences for certain over others based on the race and kindness of individual

• beyond first year, 3 aspects emerge 1. sense of self 2. joint attention 3. intersubjectivity

  • undrestandin of others, offers insight into emotins. kid crying, go eet blanekt give it to gthem.

• theory of mind, udnrsatnding of how mental processes like inteinson, desires beliefs percetions and emotions influence behaviour

  • 12 month olds, person saw one thing smiled, picked up the other, theyre like wtf cause they saw intentions. 8 months, can’t tell difference, saying they havent dealt with intention yet. (10 months suceed as well)

  • undrestanidng that desires lead to actions by 2 yeras. “anabelle likes trucsk what will she pick up. a truck even tho i like dolls cause she lkes trucks”

  • 3 years, some undresnatidng of relation btween beliefs and actions is understood. 3 year old have trouble with false-belief problems tho (pencisl supposed to be there, theres acc marbles. what will tsranger thing? marbles. yean i know it says pencisl but theres marbles in there idk what to tell you”. 5 yeras are gucci wtih them. kids with ASD even at 14 years are worse at it tahn those at 5 years iwthout it

  • nativists: oh theory fo mind module (TOMM) for this, develops over 5 yeras, kids with ASD are good at other things just not social stuff so thats hwy this exist.

  • empircists are like “oh yeah well it might be cause of learning from expeirences, inteactions with others, repetaed expsrues to others acitng on false belifs”, and asd means they dont hang out with others a lot so they havent gotten the expeirnece.

  • state that children’s undreatnidng of asel beliefs is cause they can inhibit own wants and correlate wtih reasoning of complex counter-facutal statemtns

    • those with oldr siblings or oppsite gender siblings better get false belief cause they ahve to deal with info thats quite contradictory to what they’re used to

  • 12-18 months, pretend play. but they also interact with others, and use eye siingals to say theyre not serious. for toddlers its sociodramatic play like tea party rituals, for implicit storylines better for chidlren to follow in later pretend play when they work with older kids or adults, who make storylines or when theyre using figurines

  • still do thsi in 10-11, less wehn 12-13

  • social pretend play, undreatnding of others, wathcing other pretend play also helps, come children with high social skills may enjoy engaging in pretend play and thinking of others

  • ASD, hard to do joint atention, not greate at false-bleief, imparied TOMM, ESDM can fix this (social skills and ehivoural issues 15 hours a week), for when you do it in infacy and toddler, super super helpful

  • imaginary companions

    • not to worry, good for compaionship, deflect blame, vent anger, convey info kid doesnt wanna say direclty

• nvativists: causal module, just for causal relationships. empriicsts go: oh it must be becuase of observations of bunch of events in environment.

• causal reasoning in infayc

  • 6 months, peceive causal connections among physical things

  • 9-11 months,shown actions that are causally related, can reproduce actions

  • end of 2nd year, children can infer causal impact of one variable based on indirectly relevant info about another (ex. blicket example, 2 on, music starts, 1 off, music off, so the other one must be blicket)

• 1-2 year olds use tools, at older toddles (2 year) better udnerantding ovcausal relations btwn tools afeatures and sefuless forpulling toy use right tool mroe often

• during preschool epriod, 4 yeras, something happens onsistently thinks its an exernal thing, 3-4 eyear olds dont know whats funny about magic, 5 years, bet fascinated by lac of csaul mechanism

• by 5, children’s causal reasoning as advanced as adults. 4-6 year olds bliefve in magic, but wont act on it if it could embarass them. most 9 year olds revert to magical explanation when confroted with trick things. but in lecture we talked about how they give more rational explanatiosn than magical ones

MODULE 8: INTELLIGENCE + ACADEMIC ACHIEVEMENT

• binet-simon intelligence test,

  • interpeting proverbs, puzzles, defining words, squencing pattenrs t mae sense,

  • objective measure of shcolaistc atptiude, first develped to figure out which kids should be in special ed

• intelliengece as a single trait

  • a general itnelliegence (g), infleunces our ability to thinka nd learn on all intellectual tasks.

    • at brain level, its just processing speed, brian volumen. general info about world.

• intelleigdence as a few basic abilites

  • 2 types

    • fluid and crsytallized

      • fluid: on your feet, thinking on the spot, drawing inferences, relations between conscepts, working meomry,ability to control attention. peaks around 20, delines after

    • cyrstallized: hard fatcts, long-term meory for perior experiences, verbal ability. distinction between these uspported by tests on the subsecitons that are attraibuted to each, (tests on two thigns on fluid closer than one thing fluid one thing cyrstal). gradually icnreaes to old age cause its just things you learn

NEW THOERY:

• 7 primary mental abilies

  • word fluency, verbal meaning, reaonsing, spatial visualization, numbering rote memory, perceptual speed

  • makes sense cause scores on various tests of single abilty correlate stronger with one another than those of dffe tests. trade off is that foremr are smpler, latter are more pricese

gardners theory fo multiple intelligences

• 7 types of them

• lingustic, logical-mathetmatical, spatial, musicall, bodily-kinesiettic, interpesonal, adn itnrapersoal

3 strategum theory

• top of hierarchy is g

• then we have oderately general cones of fluid and crystallized

• then we have even more specific ones (like language comrheension, associative memory, perceptual speed)

• trickles down

WISC

• meaures verbal compehrnesion, visual spatial processing, working meory, fludi resaoning, rpocessing speed

IQ

• 100 mean, 15 SD, most betwen 85 and 115

iq is stable over time!! comparative across age groups. strong predictor of academic, eocnomic, occupational succsses

other predictors

• motivation, conscientious,=ness, itnellecutal curiousity, creativity, social sklls

• self discipline, abilty to inhibit acions, avoid impulsivity more piredictive of changes in 5th to 9th than iq score poentially cause nviornment also chagns

• iq for test socre,s self disciplien tells us report card

• practical intelligence:

  • mesaure motivation, not meaured by trad intelligence test, cause iq tests, mesaure motivation to succeed ont test and intelect

  • consistent with importance of other factors, ppl with comparable iq scores, iq key contributor, motivation and enviornal factors also important

• qualtise of child, active child its better

• genetic contributions

  • as they get older, to like 16, closer to bio adults iq than adopted adults

• genotype enviornment relations

  • 3 types of processes: passive, evocative, active

    • passive:

      • effects of genotypes, when kids raised by bioparents. parnets like to read,they make kdi read, iq grows there

    • evocative effects

      • child influences othres, kid likes to read, asks praents to ehlp the, parents read to them, but they dont read usually

    • active

      • childchooses own environents likres reading reads themselves regardless of aprents

• immedaite enviornment, HOME measure

  • vairous aspects of homoe life,

  • iq scores, math and reading correlated with scores on HOMe

  • higher HOME, hgiher IQ, better envionrment better IQ

non-shared enviornment have their own infleunces on siblings, influence of htem increaes with age

• for lwo income fmailies, shared enviornment has more effect than rich failies where nonshared enviornntns have mor eeffect

going to school maeks you smarter!! up a grade even at same age as those below grae, higher IQ

• during summer, for low SES IQ dps than for high SES

• flynn effect: reasiing IQ scores over 80 yeras, cuse of societal devleopment and emhasis on abstract thinking, opoverty hinders intellecutal devleopment

how does pvoerty hinder intellectual devleopmetn?

1. chronic inadequate diet

2. emotinal turmoil from conflicts between adults

3. not enoguh intellecutal stimuation

4. healthier homes, ihigher IQ

5. maternal health also a risk factor, iq scores stay stable maybe cause enivornment is fairly constnat,

6. pgograms for heping poor children ,gooda t first, after while they forget those not in program catch up, but theyre more liley to graduate and not go to jail 9ex. BBBF and carolina bbcederian projets0

   1. lessons: have to start elary, contihue for long, improvmenets due to self contorl and trying hard ust as it is iq ascores. posible to design interventions with good psoiv effects!!

sternebergs

• 3 types: analytic, pracical, creative

• anlytic: linguistuic, mathematica, spatial,

• practical: reaosninga bout everyda problems, how to sole cofnlicts

• creatieve: intelletual flexibilty and innovation that allow adaptiation to novel circumsances