Cognition
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| Object Permanence | Ability to think about objects we can not see or touch. Develops at 9 months
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| The 'A' not 'B' task | Tendency for babies to reach/look to where objects have been rather than where they are hidden (8-12 months old) Not until 1 years old do they look for current location
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| Assimilation | Translation of incoming information into a previously understood form (Ex: Sucking Reflex)
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| Accommodation | Babies gradually stop assimilation and accommodate new experiences by adjusting their behavior
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| Equilibration | A mechanism that Piaget proposed to explain how children shift from one stage of thought to the next. A balance of accommodation and assimilation
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| Solidity | Idea that one object can't pass through another object
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| Main finding on solidity | Babies understand violations of solidity (Ex. Magic tricks with dolls)
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| Understanding arithmetic | Babies understand the basic addition of objects (Example: Dolls put behind a screen. One is added to another, but baby is only shown one later on. Baby understands this doesn't make sense through looking cues)
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| Ordinal Relationships | Babies will crawl to the cup that appears to have more crackers , even when they are tricked to believe so. Large quantities is a control
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| Counting | By age 3, most babies know how to count to 10, but do not understand the difference between these numbers 9 months at a time.
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| Implicit Numerical understanding | Represents precise numbers of smaller objects and approximate sense of larger objects
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| Explicit Numerical understanding | Integer list is a cultural construction / language is required to represent precise sets of numbers larger than 3
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| Cross-cultural studies of numbers | Not all cultures have created symbols for numbers (Groups along the amazon river/hunter-gatherer groups)
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| Piaget's Stage Theory | Theory of cognitive development, describes how children develop logical thought in age phases.
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| Core knowledge | Continuous develop shows quantitative change. Experience sophisticates our early expectations.
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| Information processing theories | Focus on the specific mental processes that underlie children thinking
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Or sort by any of the columns using the down arrow next to any column heading.
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