PSYC 251 Chapter Notes - Chapter 7: Prototype Theory, Almost Surely, Mutual Exclusivity

• School: Queen's University
• Department: Psychology
• Course: PSYC 251
• Professor: Elizabeth Kelley

Document Summary

Show children understand that others can have belief that are different form own and indeed, different from reality (theory of mind) Can use this technique even with very young infants. Look until bored: if child notices new we assume they are able to discriminate. I(cid:374)fa(cid:374)ts p(cid:396)efe(cid:396)e(cid:374)(cid:272)e fo(cid:396) thi(cid:374)gs (cid:894)p(cid:396)efe(cid:396) (cid:373)o(cid:373)"s fa(cid:272)e soo(cid:374) afte(cid:396) (cid:271)i(cid:396)th(cid:895) When infants presented with these events, look longer at impossible event than possible event. Concepts a(cid:396)e (cid:862)ge(cid:374)e(cid:396)al ideas o(cid:396) u(cid:374)de(cid:396)sta(cid:374)di(cid:374)gs that (cid:272)a(cid:374) (cid:271)e used to g(cid:396)oup togethe(cid:396) o(cid:271)je(cid:272)ts, e(cid:448)e(cid:374)ts, (cid:395)ualities, o(cid:396) a(cid:271)st(cid:396)a(cid:272)tio(cid:374)s that a(cid:396)e si(cid:373)ila(cid:396)(cid:863) Core-knowledge theorists: enter the world with the ability or propensity to form certain concepts. First way of splitting world-living vs. non-living & people. Children learn very early the living vs. non-living distinction: do(cid:374)"t (cid:271)elie(cid:448)e pla(cid:374)ts a(cid:396)e li(cid:448)i(cid:374)g thi(cid:374)gs u(cid:374)til late(cid:396) 3 categories: inanimate objects, people, other animals. Generally form basic level categories first but some exceptions such as vehicles: basic category usually not taught directly.