PSY210H1 Lecture Notes - Lecture 8: Dazed, Chopsticks, Flynn Effect
Egocentrism: unable to see from other’s perspective.
Theory of Mind
is the ability to attribute mental states — beliefs, intents, desires, pretending,
knowledge, etc. — to oneself and others and to understand that others have
beliefs, desires, intentions, and perspectives that are different from one's own.
Related domains:
Self-Recognition
Imitation
Meltzoff’s “Like Me” Hypothesis! “They (infants) can use the
self to understand the actions, goals, and psychological states of
others and conversely can learn about their own powers and the
possibilities and consequences of their acts by observing the
behavior of others.
The infants imitate the expression that the adult is doing. They see
themselves are similar to the people, understand that person have
some similarity to you.
Infants may have an innate understanding that others are “like me”
The bedrock on which social cognition is built is the perception
that others are ‘like me’
Infants can imitate the intended goal in 14 mos-old. A. half infants
watch the experiment turn on the light with their head and the
hands are occupied, B.other half infants see turn on the light with
their head, but the hands are free. If the hands are occupied, the
infants would just turn on the light with their hands, but if the
hands are free, the infants imitate the action by turning the light on
with the head. Not just imitating everything, instead, understand
your goal.
A. show child a scene with a dog, door is lock, put the dog thought
the chimney B. door is open, put the dog through the chimney. In
A, they don't imitate same action, they just put the dog through the
door. In B, they put the dog through the chimney.
False-belief
recognize that others can have beliefs about the world that can
diverge from your own. Their belief can be incorrect.
crayon box test: show the child with a box of crayon that filled
with candles, then ask the child, what would snoopy think inside
the box, then the child would say “candles”. Unable to take the
perspective of other person. under 4/
Children don’t pass typical false-belief tasks until 4 years of age
The Sally Ann task: introduce the child Sally and her basket, then
Anne and her box, after then, Sally put the ball into the basket,
then leave the room, then Anne move the ball to her box. After
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Sally came back, where she gonna look for the ball? Under age 4,
would say Sally will look for the ball in the box. After age 4, say
Sally will look the ball in the basket. Critique: the question is
difficult, difficulty with the name with the doll, multiple step,
verbal demand for the test.
Procedure: violation of expectation task
Onishi & Baillargeon, 2005
Infants expected the actor to reach where she believed the
toy to be and looked longer when she did not
Used a non-verbal violations of expectations task to test
false-belief in 15mos olds.
Familiar them with a person put a watermelon into the
green box, then watch the watermelon change the place
with the person present or not. Either the person search the
watermelon in green box or yellow box.
2 with true belief, 2 with false-belief. C control condition.
A. condition, habituate the actor put the watermelon into
the green box, then the yellow box move back and forth.
Child look longer when actor look into the yellow box.
B. Watermelon switch place to the yellow box, surprise
when actor look into the green box.
C. the actor excluded, then the watermelon switch the place
to the yellow box. Child is surprising when actor look into
the yellow box.
D. actor watch the change to the yellow box, then the actor
exclude, then move the watermelon back to the green box.
Child is surprising when actor look at the green box.
Look longer on at events that violate their expectations.
Should look longer
Infants expected the actor to reach where she believed the
toy to be and looked longer when she did not.
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! !
Vygotsky’s Sociocultural Theory
Collaborative/Cooperative learning:
Guided participation— cognitive growth results from children's
involvement in structured activities with others who are more skilled than
they are (pg 203) Learning from other people, what them do something,
then learn from them. Piaget think the child figure out the world by them
own.
Zone of proximal development
Difference between:
1) what a learner can accomplish alone, and
2) what learner can accomplish with guidance of a more skilled partner
Scaffolding! Teaching style that matches the amount of assistance to the
learners needs (pg 204)
Greater scaffolding when zone of proximal development is larger.
Non-social speech: egocentric speech: disappear with child become less
egocentric (Piaget) vs. private speech/ inner speech: talk to self, work
through the steps, not disappear, instead become inner speech (vygotsky)
cognitive self-guidance system
Information-Processing Models
The mind is likened to a computer.
Input: processing information through attention and perception.
Storage and retrieval: encoding information.
Software: applying information to the solution of problems.
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Document Summary
Theory of mind (cid:18534) is the ability to attribute mental states beliefs, intents, desires, pretending, knowledge, etc. To oneself and others and to understand that others have beliefs, desires, intentions, and perspectives that are different from one"s own. (cid:18534) related domains: (cid:18534) self-recognition (cid:18534) imitation (cid:18534) meltzoff"s like me hypothesis! A. half infants watch the experiment turn on the light with their head and the hands are occupied, b. other half infants see turn on the light with their head, but the hands are free. If the hands are occupied, the infants would just turn on the light with their hands, but if the hands are free, the infants imitate the action by turning the light on with the head. Not just imitating everything, instead, understand your goal. (cid:18534) a. show child a scene with a dog, door is lock, put the dog thought the chimney b. door is open, put the dog through the chimney.
