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Lecture 9

Developmental Psych Lecture 9.docx

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University of Toronto Scarborough
Mark Schmuckler

Developmental Psych Lecture 9  Episodic Memory o Scripts  Familiar events (i.e. going to a restaurant)  Help predict behavior  As kids get older, they can get more spontaneous o Autobiographical Memory  Important in terms of specific aspects of our lives  Different for every person  Children develop detailed memories for autobiographical events the way that adults do – i.e. children can talk about specific events that are important to them  Child's own ability to reflect on actions o Metacognition (theory of mind) o Coherent schedule of idea about mental activities o Use it to interpret and understand how other people act (adults) o Some studies suggest at the end od the first year infants can influence another person’s mental processes  Joint attention – infant and adult are both attending to the same object and the infant is aware that the adult is paying attention to the same object  Social referencing- using other peoples emotional reactions in an ambiguous situation  Children at age 1 can pick up on a mothers emotional cues to figure out how to act in a situation if they are unsure how to  By 2 years children can grasp peoples emotions and by 3 years children can realize that thinking takes place without physical movement/perceptual process  By 3 and 4 children use think and go to  By 4 children begin to understand that one can act based on ones belief about the world that may not be correct  False-belief task o Two dolls and two baskets, first doll in one location, second one comes and moves the doll to a second location o Child 4-5 years old will think that they will look for the doll in the first location, but child 3 years old will think they will look for the doll in the second location because they don’t understand that the belief is wrong  Older children (school age) have much better knowledge of the cognitive capacities of other people o Understand that the mind selects and processes information – leads to increased performance o Aware that if you select your attention to a task, you will do better o The nature of how you learn information will determine how well you remember o Understanding of where knowledge comes from o Better knowledge of mental stra
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