Conceptual Development TB8 D&L

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  • Created by: Jess213
  • Created on: 24-04-18 09:19
Concepts
A thought or general idea which allows us to organize objects, events etc. Debate between nature/nurture of how we develop concepts.
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Categories
Bub-ordinate = specific; Basic = common; Super-ordinate = higher level linguistics and more experience, they are based on prototypicality and the ability to abstract averages
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Perceptual cues a)
Infants showed a novelty effect to an image of an animal which they had not been previously exposed to, this was also found when pictures of animals that the infants wold not have seen in real life were used
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Perceptual cues b)
Quinn (1987) = used 3-month olds in 3 groups, 6 examples in 1 form, 6 examples in 2 forms and 6 examples in one form and 6 in random patterns, groups 1 and 2 had a novelty effect but group 3 did not, not able to categorise the random patterns
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Perceptual cues c)
Perceptual cues are weighted on what is most relevant and help us to form basic categories including basic visual features, higher level visual features, Auditory cues and other perceptual cues.
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Biological Items a)
4 groups of stimuli and 2 conditions; either naturalistic(similar within)/artificial (similar between) and either furniture/animals, habituated, then tested, novelty effect for new familiar category and greater novelty effects for the new unfamiliar
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Biological Items b)
Greater effects for unfamiliar category toy, this shows that the infants categorised on the basis of biological motion.
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Learning conceptual information - Nurture
Initial state is based on perception and sensory-motor function and is unimodal. Support = flaws in how infant represent objects e.g. Hidden objects (no search, 0-8m), A not B Error (8-12m), Invisible displacement (12-18m) and Full object permanence)
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Learning conceptual information - Nature a)
- Infants represent cross modal concepts (facial expression), visual input-motor function, not based on experience
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Learning conceptual information - Nature b)
- Infants represent things they cannot see, surprise at unexpected/impossible events
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Learning conceptual information - Nature - Objects
- Spelke 3 principles 1. Cohesion (infants assume things join up) 2. Continuity (objects continue to move, surprise if continues with block) 3. Contact (objects influence each other's motion in contact)
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Learning conceptual information - Nature - Actions
- Infants assume Goal-directedness, Efficiency, Contingency and Reciprocity, Head/light experiment and infants habituated to dynamic/static/biological/artificial - we can use BM for categorising
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Learning conceptual information - Nature - Numbers
- Infants know ratios, Addiction, Modality Independence; found longer looking times when the stimuli had a bigger difference, ratio knowledge; Infants have some idea of distance, angle and sense relations
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Language and categories - Giraffe experiment - Method
5 conditions 1. Broad 2. Narrow 3. Narrow + consistent lang 4. Narrow + inconsistent lang. and 5. Narrow + broad lang. P's were then tested on 11111, 55555 and 33333
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Language and categories - Giraffe experiment - Results
Response to 33333 - 1. Below chance, 2. Above chance (novel) 3. Above chance 4. Chance and 5. Below chance = overarching language cue had an effect of the narrow set being combined (5.)
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Language and categories - Syntax
3 dolls and cards were given to 1 yr olds, in different levels, sub, super and basic, if the doll was referred to as a noun, super cards were chosen but if an adjective was used sub cards were chosen - language syntax was interpreted by the infants
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Other cards in this set

Card 2

Front

Bub-ordinate = specific; Basic = common; Super-ordinate = higher level linguistics and more experience, they are based on prototypicality and the ability to abstract averages

Back

Categories

Card 3

Front

Infants showed a novelty effect to an image of an animal which they had not been previously exposed to, this was also found when pictures of animals that the infants wold not have seen in real life were used

Back

Preview of the back of card 3

Card 4

Front

Quinn (1987) = used 3-month olds in 3 groups, 6 examples in 1 form, 6 examples in 2 forms and 6 examples in one form and 6 in random patterns, groups 1 and 2 had a novelty effect but group 3 did not, not able to categorise the random patterns

Back

Preview of the back of card 4

Card 5

Front

Perceptual cues are weighted on what is most relevant and help us to form basic categories including basic visual features, higher level visual features, Auditory cues and other perceptual cues.

Back

Preview of the back of card 5
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