C&D studies

Question 1

Piaget

Answer 1

theory of cognitive development + motivation to learn
assimilation- adding new info to existing schema
accomodation- creating new schema with new info
stages of development
sensorimotor, pre operational, concrete operational, formal

Question 2

Selman

Answer 2

levels of perspective taking

social egocentric, social informational, self reflective, mutual, social conventional

Question 3

Howe

Answer 3

support for individual mental representations of Piaget
children in groups had to investigate the movement of objects down slopes and all children picked up different facts + had different explanations

Question 4

Baron Cohen

Answer 4

sally anne task
marble placed in a different basket and children asked where sally would look
20 autistic, 27 non autistic and 14 down syndrome
85% non autistic guessed correctly and 20% autistic correctly showing lack of ToM in autistic

Question 5

Hughes

Answer 5

lack of support for egocentrism
children are not egocentric at the age piaget said
if scenario makes more sense then children find it easier to change perspective
in task with policemen and boy, found that 3.5 yo could place the boy where the pm couldn’t see him 90% of the time, once familiarised with the task
4 yo could do this with two policeman 90% of the time

Question 6

Meltzoff & Moore

Answer 6

intentional reasoning
18m old children observed adults placing beads in jar
1- adults struggled and dropped some beads
2- successfully placed beads in the jar
children in 1 didn’t drop any more beads than in 1
shows they can understand intentions behind actions

Question 7

Rizolatti

Answer 7

discovered mirror neurones accidentally with monkeys
brain was stimulated when they saw experimenter reaching for food, in the same way as when they reached for food themselves

Question 8

Wimmer & Palmer

Answer 8

maxi chocolate cupboard (3-4 yo)
maxi put choc in blue cupboard, went out to play, mum used choc and put it back in green cupboard
children asked where maxi would look
3yo- green 4yo- blue

Question 9

Ramachandran

Answer 9

suggested that mirror neurones have shaped human evolution as they allow us to understand intention, emotion and perspective, allowing us to live in large social groups

Question 10

Vygotsky

Answer 10

saw child as apprentice
emphasised the importance of more knowledgable others on learning, saw learning as a social process
zone of proximal development

Question 11

Schultz

Answer 11

three aspects of social development

interpersonal understanding, interpersonal negotiation strategies, awareness of personal meaning in relationships

Question 12

Gallese & Goldman

Answer 12

suggested that MNs respond to the intentions behind behaviour and we interpret actions with reference to our own memory

Question 13

Hakar

Answer 13

scanned brains of people when yawning and found that areas active are rich in mirror neurones, activity here increased when ps yawned in response

Question 14

Lhermitte et al

Answer 14

individuals with damage to prefrontal cortex have issue repressing automatic responses- linked with MNs

Question 15

Ramachandran & Oberman

Answer 15

mirror neurones and autism
broken mirror system- neurological deficits (issues with mns) prevent a child from developing an understanding of social behaviour which leads to issues with social communication

Question 16

Hespos & Marle

Answer 16

basic understanding of the physical world is universal and innate
everyone knows that if we are dangling keys and drop them, they will fall
does not require any past experiences of dropping keys etc

Question 17

Ballairgeon

Answer 17

infants are born with physical reasoning system ( PRS)
includes a basic understanding of the physical world and the ability to learn details more easily
violation of expectations research- infant will be surprised when they witness an ‘impossible event’
babies have object permanence as they can understand that they shouldn’t be able to see the impossible event occur

Question 18

wood, brunner & ross

Answer 18

identified different stages to scaffolding and ZPD
demonstration, preparation, identification, specific verbal instructions, general prompts
DPISG

Question 19

roazzi & bryant

Answer 19

ZPD- guessing number of sweets in a jar
1- had no help and failed to give a good estimate
2- had help of an expert who offered prompts and most 4-5 yo guessed correctly
MKO can help children pass through ZPD by scaffolding

Question 20

donaldson

Answer 20

showed that children could understand conservation if it was explained more clearly
with 4-6 year olds
replicated counter task but made it seem as though counters were knocked over by accident rather than moved by the experimenter
72% correctly said there were the same number of counters
(piaget said conservation occurs aged 7-11

Question 21

gurrucharri & selman

Answer 21

research support for PT stages
longitudinal study followed children over a long period o time and he saw improvements in their perspective taking ability

Question 22

samuel + bryant

Answer 22

conservation
children were questioned in a different way compared to Piaget’s two question task where children were asked about the size before and after the change in shape
3 conditions
1- piaget’s questions
2- one judgement where they were only asked about the appearance of the object after the change (but saw it before)
3- fixed array control- where they only saw the post transformational
children did better on the one judgement
when they were asked before and after they thought they had to change their answer which is why piaget said that many children can’t conserve