Week 1

Question 1

describe the priority principle

Answer 1

for an event A to cause an event B, A must occur before B.

Question 2

define the covariation principle

Answer 2

If A occurs, B also occurs. one is the cause of another.

Question 3

define temporal continguity principle

Answer 3

in addition to covariation, cause and effects need te be linked by contiguous events.

Question 4

define similarity of causes and effects

Answer 4

things being equal causes and effects should be similar in nature. bottles with a pink cap, makes the water ….. pink.

Question 5

categorisation knows which three levels?

Answer 5

1. superordinate–>animal
2. basic–>dog
3. subordinate–>retriever

Question 6

explain how via an experiment called sequential touching researcher can determine the abbility to categorize among young children.

Answer 6

sequential touching–>young children (can not speak) shown a serie of objects and see which ones they picked out.

This can show patterns above chance if they categorize objects.

Question 7

which category of understanding develops first in children?

Answer 7

mixed research conclusion Basic vs superordinate.

Question 8

the role of language

• what is the difference between thematic relations and categorical relations?
• give an example

Answer 8

Question 9

fill in the blacks based on chronological order regarding categorisation development in children:
* perceptual to ….
* ….. to specific
* intuitive to ….

Answer 9

• contextual
• general
• factual

Question 10

explain a syllogism

Answer 10

• form of deductive reasoning
• general premise (all….) and a specific premise (this….)
• conclusion based on premises

Question 11

name the difference between inductive and deductive reasoning

Answer 11

Question 12

Concepts are important for?

Answer 12

communication, It makes it easier to communicate.

Question 13

In what order does the understanding of concepts develop in children?

Answer 13

first 5 years physical concepts. later abstract concepts (time, numbers, etc)

Question 14

categorisation of concepts is a form of what kind of reasoning?

Answer 14

inductive

Question 15

what are multimodal inferences?

Answer 15

combines multiple sources (modalities) of information at once to create a mental representation.

Question 16

name two forms of experimentation that can be used in children which are unable to speak properly yet to measure categorisation.

Answer 16

Question 17

explain the basics of a habituation experiment in 3-4 month olds.

Answer 17

1. show pictures of f.e horses.
2. than show picture of horse and dog. Child will look longer at new animal (new stimuli)

Question 18

prototypical: common/familier.

which two things can you conclude about young childrens ability to categorise objects?

Answer 18

1. evidence is mixed regarding the question. Does the superordinate level develop earlier than the basic level.
2. familier objects (prototypical) are recognized earlier.

Question 19

absence of finding is not equal to absence of ability. What does this mean?

Answer 19

The fact that an experiment doesn’t find any proof, doesn’t mean it isn’t true. Maybe the experiment design isn’t sufficient enough

Question 20

what is the difference between thematic relations and categorical relations?

Answer 20

Question 21

what is the difference between characteristic features and defining features?

Answer 21

Question 22

define an analogy. where is it used for?

Answer 22

Question 23

an experiment that shows early causality understanding in children is the expectation violation (gravity) experiment.

• describe the experiment
• what where the results?

Answer 23

children looked longer at imposible event–>habituation

Question 24

What could explain the difference in results?

Answer 24

5-6 years old. both groups are using real world knowledge instead of logic.

Question 25

define **categorisation of concepts**

Answer 25

Question 26

categories allow for which three things?

Answer 26

Question 27

give an example of a **sequential touching task**

Answer 27

toddlers are shown a mix of toy animals and vehicles. They’re told to play freely while researchers observe the order of touches. Clusters of same-category touches (e.g., several animals in a row) suggest categorical thinking.

Question 28

create an example expirement of **matching to sample**

Answer 28

n a matching-to-sample task, a child sees a picture of an apple (the sample). Below it are three images: a banana, a car, and another apple. The child is asked to pick the one that matches the sample. Choosing the second apple shows they understand visual matching. The task can be repeated with colors, shapes, or categories.

Question 29

short example of an expectation violation experiment related to gravity:

Answer 29

An infant watches as a ball rolls off a table but appears to float in midair instead of falling. This violates their basic expectation that unsupported objects fall due to gravity. The infant’s surprised reaction (e.g., longer looking time) is measured. Longer attention suggests they noticed something unexpected. This reveals early understanding of physical laws.

Question 30

create an experiment using the **priority principle experiment**

Answer 30

In a priority principle experiment using a jack-in-the-box, a child watches two events: one person winds the box, and later, another person touches it just after the jack pops out. The child is asked who caused the jack to pop. If the child chooses the one who wound the box first, they’re using the priority principle—the idea that causes happen before effects. This shows early understanding of temporal causality.