Week 13 Readings Flashcards
1
Q
What is a category?
A
A set of entities that are equivalent in some way. Usually the items are similar to one another.
2
Q
What is a concept?
A
The mental representation of a category.
3
Q
How do concepts help in new situations?
A
Concepts allow people to identify objects, understand their purpose, and predict their use, even if the specific objects are unfamiliar.
4
Q
Do animals have concepts?
A
Yes, animals have simpler concepts relevant to their lives, such as a squirrel’s concept of predators, but they lack the ability to understand complex concepts like humans do.
5
Q
How does typicality influence category membership judgments?
A
Typical items are judged as category members more often than atypical ones (Hampton, 1979).
6
Q
How does typicality affect the speed of categorization?
A
Categorization is faster for typical items compared to atypical ones (Rips, Shoben, & Smith, 1973).
7
Q
Which members of a category are learned first?
A
Typical members are learned before atypical ones (Rosch & Mervis).
8
Q
How does typicality affect learning a category?
A
Learning a category is easier when typical examples are provided (Mervis & Pani).
9
Q
How does typicality impact language comprehension?
A
References to typical members are understood more easily in language comprehension (Garrod & Sanford, 1977).
10
Q
How does typicality influence language production?
A
In language production, people tend to mention typical items before atypical ones (e.g., “apples and lemons” rather than “lemons and apples”) (Onishi, Murphy, & Bock, 2008).
11
Q
What is the family resemblance theory by Rosch and Mervis (1975)?
A
It suggests that items are typical if they (a) have features frequent in the category and (b) lack features frequent in other categories.
Robins have features common among birds (e.g., flying, singing, nesting in trees) and lack features common in other categories, unlike penguins, which share features with fish (e.g., swimming).
12
Q
What do the results of Rosch and Mervis’s experiments suggest about category learning and typicality?
A
Items with frequent category-specific features are learned faster and considered more typical, while shared features with other categories hinder learning.
13
Q
What is the basic level of categorization?
A
It is the category level that is neither too specific nor too general, providing a “just right” level of specificity, such as “bear” instead of “northern brown bear” or “animal.”
14
Q
What did Rosch et al. (1976) find when asking subjects to label pictures?
A
Most names provided were at the basic level (1,595 names), with only 14 being more specific (subordinate) and only one being more general (superordinate).
15
Q
How does the frequency of basic-level labels, subordinate and superordinate labels compare in printed text?
A
Basic-level labels are much more frequent than both subordinate and superordinate labels (e.g., Wisniewski & Murphy, 1989).
16
Q
Why is the basic level not universal?
A
It varies with culture, knowledge, and familiarity.
- Industrialized societies use broader terms (e.g., “tree”), while less industrialized ones use specifics (e.g., “elm”).
- Experts use more specific terms, like “sparrow” or “roofing hammer.”
- Categorization depends on knowledge, interests, and context.
17
Q
Why are basic-level categories preferred?
A
They are more differentiated: members are similar to each other and distinct from other categories.
- Superordinate categories (e.g., “furniture”) are less useful because their members share few features.
- Subordinate categories (e.g., “desk chair”) are less distinct, making it harder to classify objects.
Experts have different knowledge, making subordinate categories more differentiated for them.
18
Q
What is the main idea behind prototype theory?
A
It proposes that categories are represented by a general description or “prototype” with weighted features, and classification is based on how well an item matches these features.
19
Q
Why are typical category members easier to classify in prototype theory?
A
They have more, highly weighted features that match the prototype closely.
20
Q
How does exemplar theory differ from prototype theory?
A
Exemplar theory claims that categories are represented by memories of specific examples, not a summary representation.
New items are compared to stored exemplars, and similarity scores are calculated for each category. The category with the highest score is chosen.
21
Q
What experimental evidence supports exemplar theory?
A
Studies show that people often rely on similarity to remembered items, even when it contradicts learned rules (e.g., Allen & Brooks, 1991).
22
Q
What are the limitations of experiments supporting exemplar theory?
A
They often involve small sets of exemplars repeatedly studied, unlike real-world categorization.
23
Q
Do researchers favor one theory over the other?
A
Many believe concepts involve multiple systems, combining prototypes, exemplars, and rules depending on context.
General descriptions (e.g., “dogs have four legs”), specific exemplars (e.g., family dog), and rules (e.g., a strike in baseball) can all contribute to categorization.
24
Q
How does the knowledge approach to concepts differ from prototype and exemplar theories?
A
The knowledge approach emphasizes that concepts are informed by our understanding of real-world structures, using prior knowledge to learn and reason about new concepts, whereas prototype and exemplar theories focus only on descriptions or examples without such constraints.
25
What is psychological essentialism?
Psychological essentialism is the belief that certain categories, like dogs, have an underlying essence that causes their defining features, such as barking and having fur. This belief influences how people categorize items, assuming that the essence is present even when observable features vary.
26
How is essentialism shown in Keil's (1989) experiment?
Participants believed a raccoon altered to look like a skunk was still a raccoon, demonstrating the belief that its essence cannot change, unlike artifacts such as a coffeepot turned into a bird feeder.
27
How does essentialism apply to human categories?
Essentialism can lead to beliefs about fixed group characteristics, which may reinforce stereotypes and justify discrimination, like the historical belief in "bad blood" to explain group differences.
28
What impact can essentialism have on group perceptions?
It can emphasize differences between groups, making it harder to change perceptions or challenge stereotypes, and may contribute to discrimination.
29
What are signs of essentialism?
1. Binary Categorization: People tend to see objects or individuals as either fully belonging to a category or not, with no in-between. For example, a raccoon with skunk-like traits is still seen as a raccoon, not a mix.
2. Resistance to Change: Once something is categorized based on its essence, it's hard to change its classification. For example, the belief that a raccoon remains a raccoon even if it looks like a skunk.
3. Transmission of Essence: For living things, the essence is passed down through offspring. People may believe that certain traits or behaviors (e.g., personality, abilities) are inherited and fixed, such as the idea that certain groups have "inherited" characteristics.
30
When visiting a friend with a new baby, you expect certain behaviors and know what gifts are appropriate, based on your knowledge of babies. This knowledge comes from seeing examples, hearing descriptions, knowing facts (e.g., babies have kidneys), and learning rules (e.g., babies have a rooting reflex). What types of concept representations are involved in this process, and which neural processes might be engaged?
This process involves:
- exemplars (individual experiences with babies),
- general descriptions (e.g., babies like black-and-white pictures),
- factual knowledge (e.g., babies have kidneys), and
- rules (e.g., babies have a rooting reflex).
Different neural processes are likely involved for each type of representation, with different brain structures handling memory for specific examples, generalizations, factual knowledge, and learned rules (Maddox & Ashby, 2004).
31
Exemplar
An example in memory that is labeled as being in a particular category.
32
Psychological essentialism
The belief that members of a category have an unseen property that causes them to be in the category and to have the properties associated with it.
33
Typicality
The difference in “goodness” of category members, ranging from the most typical (the prototype) to borderline members.
34
What is Piaget's stage theory?
Theory that development occurs through a sequence of discontinuous stages: the sensorimotor, preoperational, concrete operational, and formal operational stages.
35
What are sociocultural theories?
Theory founded in large part by Lev Vygotsky that emphasizes how other people and the attitudes, values, and beliefs of the surrounding culture influence children’s development.
36
What are information processing theories?
Theories that focus on describing the cognitive processes that underlie thinking at any one age and cognitive growth over time.
37
What are the main types of theories of child development, and what central questions do they address?
The main types of theories of child development include:
- Stage theories (e.g., Piaget's theory), which focus on whether children progress through distinct stages of development.
- Sociocultural theories (e.g., Vygotsky's theory), which emphasize the role of culture, social interactions, and beliefs in shaping development.
- Information processing theories (e.g., Klahr's theory), which examine the mental processes involved in thinking and how these processes change over time.
The central questions these theories address are:
1. How do nature and nurture interact to produce cognitive development?
2. Does cognitive development progress through qualitatively distinct stages?
38
How do nature and nurture work together in visual development, and what example illustrates this?
Nature and nurture work together in visual development as biological maturation and environmental experience both contribute to processes like depth perception.
For example, the development of depth perception depends not only on the biological maturation of the brain but also on experiencing patterned light during infancy. If a baby is deprived of this experience, such as in the case of severe cataracts or blindness not corrected until later, depth perception remains abnormal even after surgery, illustrating the crucial role of the right kind of experience at the right time.
39
How do children's genes influence their cognitive development through nature-nurture interactions?
Children's genes influence their cognitive development by affecting their physical traits and temperament, which in turn elicit different treatment from others.
For example, genetically determined traits like physical attractiveness and temperament can lead parents to provide more sensitive and affectionate care to easygoing and attractive infants. This differential treatment, in turn, can contribute to the infants’ later cognitive development, highlighting the role of both nature (genetic factors) and nurture (parental response).
40
How do children actively contribute to their own cognitive development?
Children actively contribute to their cognitive development by making choices about what they attend to and engage with from a very early age.
For example, even 1-month-olds prefer to look at their mother’s face more than other women’s faces. As they grow older, children have more control over their environments, such as selecting activities and social interactions, which significantly influence their development.
For instance, children who choose to read more tend to improve their reading skills over time. Thus, the interplay of nature and nurture is shaped by both external influences and children’s own active contributions.
41
According to Jean Piaget, how does children’s thinking progress?
Piaget proposed that children’s thinking progresses through four discrete stages:
1. Sensorimotor stage (birth to 2 years)
2. Preoperational reasoning stage (2 to 6 or 7 years)
3. Concrete operational reasoning stage (6 or 7 to 11 or 12 years)
4. Formal operational reasoning stage (11 or 12 years and throughout life)
Each stage involves different ways of thinking, with stages occurring in a fixed order and differing fundamentally in how children reason.
42
What is the sensorimotor stage?
Period within Piagetian theory from birth to age 2 years, during which children come to represent the enduring reality of objects.
43
What is the preoperational reasoning stage?
Period within Piagetian theory from age 2 to 7 years, in which children can represent objects through drawing and language but cannot solve logical reasoning problems, such as the conservation problems.
44
What is the concrete operational reasoning stage?
Piagetian stage between ages 7 and 12 when children can think logically about concrete situations but not engage in systematic scientific reasoning.
45
What is the formal operational reasoning stage?
Piagetian stage starting at age 12 years and continuing for the rest of life, in which adolescents may gain the reasoning powers of educated adults.
46
What is Piagets object permanence task?
The Piagetian task in which infants below about 9 months of age fail to search for an object that is removed from their sight and, if not allowed to search immediately for the object, act as if they do not know that it continues to exist.
47
What does Piaget's object permanence task demonstrate about infants in the sensorimotor stage?
Piaget's object permanence task shows that infants under 9 months do not understand that objects continue to exist when out of sight. If a toy is hidden under an opaque cover, they do not make an effort to retrieve it or show distress, unlike when the toy is under a clear cover, which they can see and retrieve.
This suggests that infants in this stage lack mental representations of objects when they are not directly perceived.
48
What is Piaget's conservation problems?
Problems pioneered by Piaget in which physical transformation of an object or set of objects changes a perceptually salient dimension but not the quantity that is being asked about.
49
What does Piaget's conservation task demonstrate about children in the preoperational stage?
Piaget's conservation task shows that children in the preoperational stage (ages 2-7) focus on a single dimension when solving problems and tend to ignore other relevant dimensions.
For example, they may think there is more water when it is poured into a taller glass, more clay when a ball is reshaped into a sausage, or more coins when a row is spread out.
This suggests that they have difficulty understanding that certain properties (like quantity) remain the same despite changes in appearance.
50
How does Piaget describe children's thinking during the concrete operational stage, and what limitation remains?
Piaget suggests that during the concrete operational stage (ages 7-12), children can think logically and solve many problems, but they still struggle with systematic, scientific thinking.
For example, when tasked with figuring out what influences the period of a pendulum's swing, children often conduct biased experiments and draw incorrect conclusions based on what they originally though was correct. Even though they can logically reason in familiar situations, they lack the ability to think in a scientifically controlled, systematic manner.
51
What is the main characteristic of Piaget's formal operations stage, and how does exposure to formal education influence it?
In the formal operations stage (around age 12 and beyond), children develop the ability to reason logically about abstract and hypothetical concepts, similar to mature adults. This allows them to solve complex problems, such as the pendulum problem, using systematic, scientific methods.
However, the development of formal operations is not automatic; it often requires exposure to formal education in scientific reasoning. In some societies that do not provide this education, this stage of cognitive development may be absent or delayed.
52
How have recent studies challenged Piaget's view on cognitive development?
Recent studies suggest that cognitive development is more continuous than Piaget proposed. For example, Diamond (1985) found that infants show earlier object permanence knowledge depending on the waiting period, with younger infants demonstrating retrieval if the delay is shorter.
Additionally, Baillargeon (1987) discovered that even at 3-4 months, infants show surprise if objects vanish unexpectedly.
Furthermore, children's specific experiences can influence developmental milestones, as shown in a study of pottery-making children in Mexican villages, who understood conservation of mass at younger ages than children without similar experiences (Price-Williams, Gordon, & Ramirez, 1969).
53
Is cognitive development fundamentally continuous or discontinuous?
The answer depends on the perspective and frequency of observation. Under certain conditions, infants can show early forms of object permanence as early as 3 or 4 months, with their memory for hidden objects gradually improving over time.
However, on Piaget's original object permanence task, infants show a more sudden change at the end of their first year, shifting from not reaching for hidden toys to doing so after a significant delay.
This suggests that cognitive development can involve both gradual continuous changes and more abrupt stage-like shifts, making the debate between these two views still ongoing.
54
What is phonemic awareness?
Awareness of the component sounds within words.
This is a crucial skill in learning to read
55
How do recent findings about cognitive development challenge traditional views on how minds form?
Recent research shows that cognitive development is not based on a uniform blueprint or innate intellect but is shaped by a combination of factors. For example, focusing on phonemic awareness early can help children develop strong language skills, while engaging them in numerical games and activities can enhance math and science abilities.
Furthermore, the brain is now understood as an adaptable organ, not an empty vessel, and continues to develop throughout early adulthood, suggesting that cognitive development is dynamic and influenced by experience.
56
Owen is writing a paper about how the attitudes, values, and beliefs of culture influence development in children. What would be the best title for his essay?
a) “Child development according to Lev Vygotsky”.
b) “The psychosexual stages according to Sigmund Freud”.
c) “The information-processing approach to development”.
d) “Piagetian stages of development, from birth through adulthood”.
e) “Examining Kohlberg’s theory of cultural relativity”
a)
57
The correct order of Piaget's proposed stages of cognitive development is:
a) preconventional morality, conventional morality, postconventional morality.
b) preoperational reasoning, operational reasoning, postformal reasoning.
c) concrete operational reasoning, sensorimotor, formal operational reasoning, preoperational reasoning.
d) sensorimotor, preoperational reasoning, formal operational reasoning, concrete operational reasoning.
e) sensorimotor, preoperational reasoning, concrete operational reasoning, formal operational reasoning
e)
58
What measure might a psychologist use to demonstrate that an infant does not know that his teddy bear still exists when it is removed from his field of vision?
the A-not-B verification task.
an object permanence task.
a decentration test.
a seriation task.
a conservation exercise.
an object permanence task
59
Adam, who is 4 years old, watches his mother pour a half full glass of juice into a taller, thinner glass. Adam's eyes go wide as he says, "Mommy, you made more juice, like magic!" Adam is clearly in Piaget's ______stage and is failing to understand the concept of conservation.
preoperational
60
With regard to the validity of Piaget's theory of cognitive development, which criticism would be the most accurate?
a) Piaget’s research was only appropriate for the cognitive development of girls..
b) Children’s cognitive development seems to be more continuous that Piaget proposed..
c) Children do not master new cognitive skills nearly as early (young) as Piaget proposed..
d) Piaget’s comparison of the human mind to a computer was not supported by research..
e) Piaget gave too much importance to cultural influences on cognitive development.
b)
61
Object permanence task
The Piagetian task in which infants below about 9 months of age fail to search for an object that is removed from their sight and, if not allowed to search immediately for the object, act as if they do not know that it continues to exist.
62
Piaget’s theory
Theory that development occurs through a sequence of discontinuous stages: the sensorimotor, preoperational, concrete operational, and formal operational stages.
63
Continuous development
vs
Discontinuous development
Continuous: Ways in which development occurs in a gradual incremental manner, rather than through sudden jumps.
Discontinuous: Development that does not occur in a gradual incremental manner.
64
Is there a single genetic cause for autism?
No, no single genetic cause applies to most cases of autism, as identified genetic differences account for only a small proportion of cases.
65
What is the biological test for autism?
There is currently no biological test for autism
66
Why is autism considered phenotypically heterogeneous?
Autism's phenotypic heterogeneity reflects the high variability in the underlying genetic factors, meaning different genetic differences are linked to individual cases.
67
What is a required symptom for an autism diagnosis?
Impaired social functioning is a required symptom for an autism diagnosis.
Difficulties range from simple behaviors like making eye contact to complex behaviors such as navigating group conversations, regardless of IQ level.
68
In which sensory modalities do social information processing difficulties occur for individuals with autism?
Difficulties occur in both visual (e.g., eye contact) and auditory (e.g., responding to verbal cues) sensory modalities.
69
Who first suggested the notion of a social brain, and what does this mean?
Brothers, L. (1990). The social brain: A project for integrating primate behavior and neurophysiology in a new domain.
70
What brain structures does the social brain consist of?
The social brain includes the amygdala, orbital frontal cortex (OFC), fusiform gyrus (FG), posterior superior temporal sulcus (STS) region, and other structures.
71
What role does the amygdala play in social processing?
The amygdala helps recognize others' emotional states and regulates our own emotions.
72
What is the function of the orbital frontal cortex (OFC) in social interactions?
The OFC supports the rewarding feelings experienced when around other people.
73
What role does the fusiform gyrus (FG) serve in social processing?
The FG detects faces and supports face recognition.
74
How does the posterior superior temporal sulcus (STS) region contribute to social cognition?
The STS recognizes biological motion (e.g., eye, hand, and body movements) and helps interpret and predict others' actions and intentions.
75
What are event-related potentials (ERP) brain imaging methods?
Measures the firing of groups of neurons in the cortex. As a person views or listens to specific types of information, neuronal activity creates small electrical currents that can be recorded from non-invasive sensors placed on the scalp. ERP provides excellent information about the timing of processing, clarifying brain activity at the millisecond pace at which it unfolds.
76
What is functional magnetic resonance imaging (fMRI)?
Entails the use of powerful magnets to measure the levels of oxygen within the brain that vary with changes in neural activity. That is, as the neurons in specific brain regions “work harder” when performing a specific task, they require more oxygen. By having people listen to or view social percepts in an MRI scanner, fMRI specifies the brain regions that evidence a relative increase in blood flow. In this way, fMRI provides excellent spatial information, pinpointing with millimeter accuracy, the brain regions most critical for different social processes.
77
Difference between fMRI and ERP?
While fMRI provides information about where brain activity occurs, ERP specifies when by detailing the timing of processing at the millisecond pace at which it unfolds.
78
How do ERP and fMRI complement each other in studying autism?
ERP provides outstanding temporal resolution, while fMRI offers excellent spatial resolution, together enabling a comprehensive understanding of social perception in autism.
79
Which areas of the social brain have been most investigated in autism?
The superior temporal sulcus (STS), involved in biological motion perception, and the fusiform gyrus (FG), which supports face perception.
80
Why is sensitivity to biological motion important in humans and other social species?
It helps orient young individuals to critical sources of sustenance, support, and learning, forming a foundation for developing complex social behaviors.
81
Does the ability to detect biological motion require prior visual experience?
No, it develops independently of visual experience with biological motion and emerges in the first days of life.
82
What is observed in children with autism regarding biological motion?
From very early in life, they display reduced sensitivity to biological motion.
83
How does STS activity differ in individuals with autism during biological motion perception?
Individuals with autism show reduced activity in the STS during biological motion perception.
84
What is hypothesized about increased STS activity in unaffected siblings of individuals with autism?
Increased STS activity in unaffected siblings may act as a compensatory mechanism to offset genetic vulnerability to autism.
85
When does preferential attention to faces typically emerge in neurotypical development?
It emerges in the first days of life, with specialized brain responses to faces developing by three months of age.
86
How does attention to faces differ in autistic children compared to neurotypical development?
Autistic children tend to show decreased attention to human faces by six to 12 months.
87
What differences in brain activity are observed in autistic children when viewing faces?
Autistic children show reduced activity in the fusiform gyrus (FG) and slower face processing.
88
Which groups show characteristics of slowed face processing similar to autistic individuals?
Parents of children with autism and infants at increased risk for autism due to having a sibling with autism.
89
What behavioral differences in face perception and recognition are evident in autistic individuals?
Autistic children and adults display differences in attention to and recognition of faces.
90
Why is the integration of imaging methods important for studying autism?
It helps identify neural anomalies and determine the specific stages of information processing where these anomalies occur, allowing for targeted support.
91
How can fMRI and ERP complement each other in autism research?
fMRI provides spatial resolution to locate anomalies (e.g., in the FG), while ERP offers temporal resolution to pinpoint processing stages.
92
What might differences in early processing stages indicate in autism?
Problems with low-level visual perception.
93
What could differences in later processing stages suggest in autism research?
Problems with higher-order processes, such as emotion recognition.
94
How can combining brain imaging and behavioral measures benefit autism research?
It provides a comprehensive profile of brain-behavior performance for tailoring individual supports.
95
How does neuroimaging support genetic research in autism?
Neuroimaging identifies biomarkers and objective characteristics, which aid in uncovering genetic contributions and understanding the key traits of autism.
96
What are endophenotypes, and why are they important in autism research?
Endophenotypes are stable, genetically influenced traits not immediately observable but reflecting underlying genetic potential. They help uncover basic components of autism and guide genetic and neuroimaging studies.
97
How does identifying subgroups within autism benefit research?
It refines the understanding of individual differences, enables targeted genetic studies, and enhances the identification of specific biomarkers through neuroimaging.
98
What is the goal of prospective longitudinal studies in autism research?
To identify sensitive and specific early indicators of autism by studying developmental patterns in infant siblings of Autistic children and comparing them to infants without familial risks, followed by clinical diagnosis around 36 months.
99
What is the difference between "sensitive" and "specific" indicators in autism research?
Sensitive indicators can identify subtle cases of autism, while specific indicators can distinguish autism from other disorders.
100
What are the challenges in detecting autism in infancy, and how might biomarkers help?
The challenges in detecting autism in infancy include the emergence of key social features after 12 months, which may not be evident during clinical evaluations or pediatric visits. Additionally, behavior during infancy is highly variable and unreliable, making behavioral observation an imperfect method for diagnosing autism. Even sophisticated methods like eye tracking do not reliably show differences in autistic infants.
Biomarkers, such as brain activity measured through imaging techniques, can detect atypical social development earlier, offering more reliable early detection before behavioral signs emerge.
101
How can ERP measures predict the development of autism in infants, and what does this suggest about early detection?
ERP measures of brain response can predict the subsequent development of autism in infants as young as six months old, even in those who show neurotypical patterns of visual fixation through eye tracking.
This suggests that brain imaging has significant potential for the earlier recognition of autism, offering a promising tool for early detection before behavioral signs become evident.
102
How does brain plasticity relate to the potential for supports for autism?
The brain's social regions show significant plasticity, meaning their functioning can be shaped by experience over time.
This plasticity offers hope for the development of effective supports for autism, as it suggests that timely and appropriate interventions could positively influence the development of social brain functions, despite challenges in processing complex information or communication.
103
Children with ASD tend to show decreased attention to human faces by what age:
a) 1-2 years.
b) 5-6 years.
c) 6-12 months.
d) age 10
c)
104
Neurobiology is important understanding ASD. The _____________ helps us recognize the emotional states of others and also to experience and regulate our own emotions. The ______________ supports the "reward" feelings we have when we are around other. The _____________, located at the bottom of the surface of the temporal lobes detects faces and supports face recognition. The posterior ___________ region recognizes the biological motion, including eye, hand and other body movements, and helps to interpret and predict the actions and intentions of others.
Neurobiology is important understanding ASD. The AMYGDALA helps us recognize the emotional states of others and also to experience and regulate our own emotions. The ORBITAL FRONTAL CORTEX supports the "reward" feelings we have when we are around other. The FUSIFORM GYRUS, located at the bottom of the surface of the temporal lobes detects faces and supports face recognition. The posterior SUPERIOR TEMPORAL SULCUS region recognizes the biological motion, including eye, hand and other body movements, and helps to interpret and predict the actions and intentions of others.
105
The ______________ region recognizes the biological motion, including eye, hand and other body movements, and helps to interpret and predict the actions and intentions of others.
posterior
superior temporal sulcus
106
The _____________________, located at the bottom of the surface of the temporal lobes detects faces and supports face recognition.
fusiform gyrus
107
The ____________ helps us recognize the emotional states of others and also to experience and regulate our own emotions
amygdala
108
The ______________ supports the "reward" feelings we have when we are around other.
ORBITAL FRONTAL CORTEX
109
Differences between Piaget and Vygotsky in approaches to understanding cognitive development
Piaget tended to focus on physical interactions with the world for learning, using stages for this (discontinuous development)
Vygotsky tended to focus on social interaction. Well known for the "Zone of Proximal Development" which is when children are READY for learning a new skill, but have not yet achieved it.
