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Week 7: Representation

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Title: Week 5: Rest of perceptual development and Representation Author: Cognitive Development Lab Last modified by. Created Date: 10/8/2002 5:40:50 AM – PowerPoint PPT presentation

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Title: Week 7: Representation


1
Week 7 Representation
  • Midterm next week
  • 55 multiple choice
  • 5 of 8 short answer

2
Representation
  • We are a symbolic/semiotic species
  • Representation can be
  • Ideas about how the world works
  • Ideas about problem space and how it is solved
  • Way we organize declarative memory

3
Representation
  • Mental images that one has about objects, things,
    events in the world, how one interprets their
    world
  • Piaget thought symbolic, or representational
    thought was impossible before 18 months
  • BUTwe know he was wrong about some things
    maybe babies can represent!

4
  • Imitation must create a mental image of what
    person is doing, and map onto own body
  • Again Piaget thought not at all possible until 8
    months

5
Imitation innate?
  • Meltzoff Moores discovery of imitation in
    neonates

6
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7
Imitation innate?
  • Meltzoff Moores discovery of imitation in
    neonates
  • They believed infant was using true selective
    imitation
  • Use proprioceptive information to intentionally
    imitate face of another
  • Same as intermodal mapping (also seen in very
    young infants)

8
Other explanations?
  • Most said it was due to other things
  • Learning?
  • Fixed-action pattern, or reflex?
  • Socially driven? Preview of turn-taking seen in
    older infants
  • Meltzoff Moore saw it as a social process that
    was replaced by more social behaviours

9
Deferred Imitation
  • Infants must observe model, store representation
    of the behaviour, and later retrieve it
  • Meltzoff, 1988

10
  • 3 actions

Beep beep beep!
rattle rattle!
11
  • ½ of the 9mth olds in experimental group imitated
    immediately and 24 hours later
  • Very few of the controls repeated the same actions

12
Bauers work
  • Question
  • Can 9 month old infants encode and recall a
    sequence of actions over time?
  • Showed two-step sequences
  • Recorded ERP during immediate and delayed
    recognition and 1-month later, recall

13
Bauer
  • Immediate all infants recognize
  • High individual variation in 1-week recognition
    in terms of ERP
  • ERP activity during recognition at 1 week
    predicted recall at 1 month

14
Representation and Play
  • Development of majority of social skills is
    through play
  • Pretend play is a form of representation
  • Link between deferred imitation and pretend play?

15
Nielsen Dissayanake
  • Assessed deferred imitation from 9 months
  • Pretend play from 15 months
  • Advent of pretend play linked to ability to
    imitate

16
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17
Childrens Knowledge of Objects
  • How they represent the world in their minds
  • Baillargeon uses Violation-of-Expectation
    paradigm to infer 4 month old infants knowledge
    about occluders

18
Violation of Expectation Habituation Event
Screen moves through 180 degree plane until baby
gets bored
19
Violation of Expectation Test Event 1 Possible
Event
Screen moves through 112 degree plane and stops
at occluder
20
Violation of Expectation Test Event 2
Impossible event
Screen moves through 180 degree plane despite
occluder
21
Violation of Expectation
  • Babies represent objects that are not in view,
    have expectations about how they will act
  • Spelkes research with the moving rod is the same
    idea

22
Spelkes work
  • While their abilities are impressive they do not
    know everything

23
Habituation
Consistent
Inconsistent
24
Spelkes work
  • While their abilities are impressive they do not
    know everything
  • Can reason about an occluder when it is in the
    way, but not when it is the original stimulus

25
Wynns work
  • Can children add and subtract?

26
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27
Wynns work
  • Can children add and subtract?
  • May be subitizing

28
What does it mean?
  • Babies may be born with some kind of
    representation about objects and how they act
  • Maybe not be innate knowledge about objects per
    se, but innate processes allowing them to deal
    with perceptual information about objects
  • May have tools there for them to build cognition
    from birth representational thought present
    early on! Certainly not what Piaget said!!

29
Structure of knowledgePiaget
Knowledge builds from nothing to something
30
Structure of KnowledgeKarmiloff-Smith
Knowledge is there, moves to conscious awareness
Explicit
Implicit
31
Representational Insight
  • The idea that something can stand for something
    other than itself, e.g. written words, language
  • DeLoaches work with scale models
  • lt 3 cannot use scale models as representations of
    a larger room (only 15 of trials error-free)
  • Not just forgetting
  • 2.5 can use pictures and videotapes to help, and
    shrunken room, but not a model

32
DeLoache (2000)
  • Maybe pictures make task easier
  • Exp. 1 gave 8 2 ½ year olds same task, using
    only subset of items instead of whole room
  • In this case, only 16 of the trials were
    error-free, as opposed to 80 with pictures
  • Simpler subset of items still too salient for
    child pictures allow distance

33
DeLoache (2000) cond
  • Make 3D objects less salient, and maybe 2.5 year
    olds could use a scale model as a representation
  • Exp 2 Glass is placed over model to prevent
    child from touching it during familiarization
  • 48 of the trials were errorless, compared to the
    usual 15 on the standard scale model task

34
DeLoache (2000) Cond
  • Maybe you can make it harder for 3 year olds
  • Exp 3 3 year olds play with scale model for
    5-10 minutes first
  • Only 44 of trials were errorless as opposed to
    the usual 80
  • Indicates that increased salience diminishes
    ability to use model as representation

35
DeLoache (2000) Last one
  • Attributes 2.5 and some 3 year olds trouble with
    scale model to a problem with Dual Representation
  • Cant see object as being both something in
    itself, and as standing for something else
  • Example from conference talk
  • Website visit
  • This ability develops rapidly in children

36
Libens work
  • Looks at childrens use of maps and their
    understanding of pictures
  • Children advance in their understanding of maps
  • Children initially pick pictures based on
    referent

37
Other Representation Tasks
  • False-Picture task
  • 3-4 year old children shown a picture of reality
    introduce a change in reality, and feel that
    picture will change to reflect it
  • Moving Word Task
  • Children believe word represents picture it is
    beneath, and not concrete sounds that make up a
    word, and that the whole word represents a
    particular thing
  • Believe that words are not immutable

38
Appearance / Reality and Fantasy / Reality
  • We know children are easily led astray by
    appearances (Piaget, Inhibition Theory)
  • Children often cannot ignore appearance in favor
    of reality (See this with costumes, visual
    illusions)
  • Children can distinguish fantasy and reality, but
    can be seduced by possibilities, but so can
    adults

39
Appearance / Reality
  • Paradox in Appearance / Reality tasks

40
What is this?
41
What is it REALLY?
42
Appearance / Reality
  • Paradox in Appearance / Reality tasks
  • Children can now say what it really is despite
    what it looks like
  • BUTwont admit they never knew!
  • And will think someone else will think the same
    thing!
  • 3 year olds are egocentric and assume we see the
    world as they do!

43
  • Distinction between appearance and reality has a
    relation to understanding of own and others
    mental states
  • I.e. Theory of Mind!

44
Theory of Mind
  • Children under 4 lack understanding of others
    mental states have trouble reflecting on their
    own some say this is key to cognition
  • Wellmans Belief-Desire reasoning Children must
    understand that people will act on beliefs, even
    when false
  • When asked to infer old mental states no longer
    in existence, or others mental states, children
    typically fail

45
Whats in the box?
46
Noooo! Its Lego
What did you think it was when you first saw it?
What will Tigger think it is?
47
Sally-Ann Task(AKA the Maxi task)
  • Sally-Ann is in the kitchen with her friend
  • She has chocolate, and puts it away in a cupboard
  • She leaves the room
  • Her friend then moves the chocolate from the
    cupboard to a drawer
  • Sally-Ann comes back
  • Where will she look for the chocolate?

48
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49
Where is the problem?
  • 3-year-old children fail the two previous tasks
  • According to Wellman, they do not get that the
    confederates have false beliefs
  • They have an inaccurate theory of how mental
    states operate
  • Zelazo and Boseovski (2001) caught them on
    videotape, and they STILL couldnt get it!
  • ToM as a problem with dual representation

50
ToM facilitation
  • If problem is made easier, then they can do it

51
What is this?
52
What is it REALLY?
What did you think this was when you first saw
it? What will Tigger think this is?
53
ToM Facilitation
  • This is a representational object to begin with,
    they never bought that it was a snowman, so they
    can go back there flexibly
  • Change task to something more relevant (Repacholi
    Gopnik)
  • Wellman believes children have mature ToM, just
    overemphasize Desires in reasoning

54
Is ToM innate?
  • Baron-Cohen believes we are born with individual
    ToM modules that kick in at any given time
  • (EDD, SAM, ToM)
  • Neurological evidence supports this
  • Castelli et al (2002)
  • www.icn.ucl.ac.uk/dev_group/research.htm

55
Is ToM innate?
  • Some believe ToM is specific to humans, make us
    different from primates
  • Evidence from giving apes ToM tasks with humans

56
Is ToM innate?
  • Some believe ToM is specific to humans, make us
    different from primates
  • Some argue that this is the problem in Autism,
    despite normal intelligence
  • Castelli et al (2002)
  • This implies domain-specific cognition

57
Questions to ask yourself
  • What would the domain-general theories of
    cognitive development discussed previously have
    to say about dual representation and ToM (i.e.,
    Fuzzy Trace and inhibition theory)?
  • How could we test it?

58
Davis, Woolley, Bruell (2002)
  • Children readily engage in pretense on their own
  • Do they get it if someone else is pretending?
  • Do they understand role of knowledge and thinking
    in pretense?
  • Do they get it earlier than we think?

59
Davis et al., (2002)
  • Study 1
  • 3, 4, and 5 year olds
  • Story involved 3 people
  • Gleeb (alien), Sarah (North American), Loki
    (other country)
  • 2 animals
  • Min (alien) or rabbit (from earth)
  • 2 tasks
  • One-animal vs two-animal
  • Also a False belief task

60
Davis et al., 2002
  • Questions
  • Sarah is wiggling her nose like a min doesnt
    know what a min is Is she pretending to be a
    min, or is she just wriggling her nose?
  • Gleeb is hopping like a min and a rabbit do
    knows mins but not rabbits Is Gleeb pretending
    to be a rabbit or a min?

61
Davis et al., 2002
  • Results
  • False belief lt than pretense tasks
  • Two animal gt one animal
  • All children gt than chance (but 3s worse than 4
    and 5)
  • They get this kind of task sooner than some ToM
    tasks!

62
Davis et al., 2002
  • Why pass this but fail ToM?
  • Existing tasks in lit too hard
  • Could be that they are in a transitional period
  • Could be that they get it even earlier, but that
    tasks dont elicit knowledge
  • Study 2
  • Made task even simpler by using thought bubbles
  • Pretend and think story tasks

63
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64
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65
Davis et al., (2002)
  • Results
  • 4 and 5 year olds gtthan 3 year olds, but all
    groups much better than chance
  • Discussion
  • Children understand at least by 4, and probably
    younger, that to pretend something you need to
    know about it, and you need to have something in
    mind to be pretending it!

66
Object Classification
  • 4 phases of classification
  • Idiosyncratic (2-3years)
  • Perceptual (3 or 4)
  • Complimentary (between 4 and 6)
  • Conceptual (after 6)
  • Children move from focusing on external
    properties to internal nature of objects
  • Have a better way of structuring their knowledge

67
Take home messages
  • Infants appear to have some forms of
    representation at birth (imitation, object
    knowledge)
  • Representation moves from implicit unconscious
    knowledge to explicit knowledge
  • Representation what is on anothers mind is a
    crucial developmental ability forms the
    foundation for many other cognitive abilities
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