TB8 D&L Overview; Cognitive Development

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  • TB8 Development & Language Overview; Cognitive Development
    • Lecture 1; Development of Conceptual Knowledge
      • Developing a concept of WHAT is in the world
        • What is a concept?
          • Nativist perspectives
            • Critique!
            • Core object knowledge
              • Objects
              • Actions
              • Number
              • Geometry
              • Evidence to support claims
          • Empiricist perpectives
            • Critique!
        • How do concepts develop?
          • Empiricist perpectives
            • Nativist perspectives
              • Core object knowledge
                • Objects
                • Actions
                • Number
                • Geometry
                • Evidence to support claims
          • How are concepts categorised
            • Perceptual cues used to form categories
              • A distinction?
                • Exemplar studies
            • Category 'levels' (e.g superordinate, subordinate, basic)
            • Category-membership
              • Prototypicality
            • Semantic categories
              • A distinction?
                • Exemplar studies
            • The effect of language on categories
              • Language structure informing category structure
        • Developing a concept of WHO is in the world
          • NB READ OVER UPDATED CAPTURE!
      • Lecture 2; Development of Attention, Memory and Reasoning
        • The Information processing Framework (IP)
          • Input
            • Mental processes
              • Output
            • What cognitive processes are involved with new input?
          • Soft-core accounts
          • Hard-core accounts
          • 'Limited' and 'flexible' are the key salient features of IP. Also;
            • Humans as IP systems
            • Development = self-modification
            • Methodology
              • Timing
              • Evaluation of errors
              • Microgenetic method
          • Strengths & Weaknesses of the IP approach
        • Developments in the Major IP cognitive domains;
          • Attention
            • Control of attention
            • Selective attention
            • Emotion
          • Memory
            • Memory in preverbal infants
              • Operant Conditioning
              • Habituation
              • Visual Compared Comparison task (novelty)
            • Characteristics of infant memory
            • Long term memory
              • Encoding
                • Familiar-isation and stimulus complexity
              • Storage
              • Retrieval
            • Infant Short Term Memory
            • Procedural v.s declarative memory
            • Episodic v.s semantic memory
            • Improvement over time
              • Cognitive processes
              • Biological processes
          • Reasoning
            • Scientific Reasoning
            • Analogical Reasoning
            • Symbolic Representations
          • Key studies for each domain
      • Lecture 3; Development of Intelligence
        • Theories of Intelligence
        • Measuring intelligence in infants and children
          • Intelligent quotient (IQ)
            • Issues with using this
          • Bayley's scale of infant development (BSID)
            • Mental scale
            • Motor scale
          • Fagan test of Infant Intelligence
            • Visual paired discrimination task
          • Stanford-Binet test (revised)
            • Higher functions
            • Mental age
          • Weschler Intelligence scales
            • Admissions to US primary schools
            • Most widely used over 6yrs old
            • Verbal compre-hension
            • Perceptual reasoning
          • Reliability and validity
          • Continuity and IQ scores (reliability)
        • Develop-mental theory; genetic or environmental factors?
          • Nature
            • Genetic contributions
              • Family studies
            • Genotype-environment interactions
              • Expression of phenotypes
                • Passive, Evocative, Active interactions
          • Nurture
            • Systems
              • Micro, Meso, Exo, Macro
        • Theories of learning
          • Behaviourist
            • Classical, operant and observational learning
            • Schedules of reinforcement
          • Cognitive
            • Statistical regularities
            • Association
            • Imitation
            • Explanation-based learning
        • What is intelligence?
      • Tutorial; Infantile amnesia
      • Lecture 4; Develop-mental disorders
        • Disorders and double disassociation
          • Social cognition; Williams  syndrome & Autism
          • Language; WS & SLI
          • Space; WS & DS
            • Dorsal stream deficit hypothesis
          • Different cog phenotypes linked to specific genetic defects
        • Cognitive genetics v.s neuroconstructivism
          • Critique

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