E219 - week 4 representation (chapter 3 - Gjersoe (stimulus- -sensory…
E219 - week 4 representation
Introductory audio: Gert Westermann
at what age are we able to do certain things?
he studies the eye movements
he was asked about synapses - yes use it or lose it eg identifying certain vowels in certain languages
infants- item is GONE if out of sight
contradiction to this -
Baillargeon study - drawbridge
experiment. allowed infants to get bored
to 180' swing/drop. showed a block being put behind...stared longer when it did unexpected(kept 180'drop) than when expected (blocked)- as young as 5 months !! (some only 3 mnths)
10 week olds - rolling behind a screen
Spelke et al., 1992)
dorsolateral prefrontal cortex (DLPFC)
study brain damage victims
not fully dev until mid 20s
human and primate infants same &adults same
significant leap in children’s representational ability at around 4 years of age
become able to compare and reflect upon multiple representations, a process known as
Research summary 2: Inhibition and education
correlation between restraint and attainment
Activity 1 Windows on the Mind
Dundee v aborigines
culture shapes development
waste of my time...experience and practice is what refines.
no indication of the children's ages or previous experience/learning
if anything proves culture is irrelevant as the older aborigine boy better than the younger western children and different but no worse to dundee older children- but we only saw him ... unreliable source as pool too small and no standardisation of conditions or requests.
comment talks of progression for all from scribbles to tadpoles. but says older UK want it realistic whilst aborigines happy for the symbolism as it is appears in the art they see.
TMA -Always make some comment on the quality of the stimulus article or video. What information does it give you and what information has it left out?
chapter 3 - Gjersoe
(an empiricist position)
mental abilities are learned by children from their environment
born with innate capacities already in place
today theorists appreciate both involved
representation = how we process and store info in the brain
study of infants so difficult= cannot talk, viewing in safe environment not test conditions. researchers must be v inventive
-sensory representation -
-perceptual process -
2 way process- do you see something and then process or expect something so look for the appropriate things?
bottom up/ top down
have to study
of infants eg- they must distinguish father from other males as hug him but not strange men.
Activity 1 Constructing mental representations- dalmation image
anyone ever questioned whether his daughter Jacqueline was a bit slow??? definitely too small a pool to base a whole theory!!
‘A-not-B’ error (1954)
further research by :
Baillargeon and Graber (1988)
Hofstadter and Reznick (1996)
is the investigator confusing the child with engagement?
task alone they do better 2;5 not 1;5
student of piaget
influenced by Piaget and arees in many respects
can develop one area but lag in another
also can get worse at something before get better / U shaped learning. eg balancing blocks
BBC Radio 4 series Mind Changers
new found respect- 1st paper
of course he was passionate and convinced by his theories- others agreed- not his fault- do not now lambast him - have these arguments at the time!!
transformed maths teaching- use counters/coins not ready for abstract numbers on a board!!
3 mountains was relevant in swiss alps- changed to hide and seek (critic says that's not equivelant)
did he have issues?? very egocentric
ecological validity. - mimics real life?
cross-sectional v longitudinal studies