In the post-discussion guide some stages for Piaget are named differently and ages are slightly different:
1. Up to 4-5 years; rules are not understood = premoral period
2. From 4-5 to 9-10 years; rules are seen as coming from a higher authority and cannot
be changed = heteronomous morality. They believe there is a ‘right’ side and a ‘wrong’
side to any moral issue, and right always means following the rules. Heteronomous
children are likely to judge the naughtiness of an act by its objective consequences
rather than the actors’ intent (e.g., breaking 15 cups by accidents would be naughtier
than 1 when stealing jam), which is called moral realism.
3. 9-10 years onwards; rules are seen as mutually agreed by the player and thus open
to change if all the players agreed = autonomous morality. These children would judge
by motive or intention rather than by the amount of damage (see example with
breaking the cups above), which is called moral subjectivism. However, several studies
have shown that when methodological improvements are made (e.g., contrasting
intent and accident when there is equal damage), children as young as 5 years will
judge on the basis of intent.
Hey! My housemate is part of this research, please help her out and send an email if this applies to you <3
And repost if you can!
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I definitely agree! Did you guys already sent him a mail to complain about the questions that were ambiguous? I have the feeling if we don’t do it, he won’t take any questions out.
Last year after the resit he didn’t even wanted to do an exam inspection and claimed that his exam was perfect 😂
Thank you for your summary, looks really good! But before I start studying this as my last piece of info, I was just wondering, did you pass all of your subjects with good grades so far? Just to be sure (:
If I understood it correctly, he tries to explain that children’s thinking can vary and that that variability is very present at all stages and all domains. For instance, children of the same age can use different strategies for problem-solving and sometimes they use a certain approach in one trial, and another less advanced approach in another (hence variability).
He then concluded that variability can increase and decrease with age and experience, or stay constant. Period of low variability are called “periods of stability” and periods of high variability are called “periods of transition”. This two periods interchange continuously, meaning that you’re either in one or in the other in a continuous manner.
Example of social scaffolding => When teaching a child how to read, the adult reads out loud and corrects the child when he/she reads something wrong or pronounces something wrong.
example of guided participation => Adults give a child a puzzle and the child tries to solve it alone OR adults hide Easter eggs in a yard and give children a list of enigmas that when solved, indicate where the eggs are.
Hey, thank you so much for uploading the summaries. They are REALLY helpful. In this one, I found one aspect that I think is not true: You said under the point "Working memory" that "spatial and verbal information are represented separately in working-memory until age 10". In the article or chapter or whatever it is by Siegler, it says though that spatial and verbal information are represented separately in working-memory
but children under 10 cannot cleanly separate them. I hope it is clear what I mean. :)
Primary caregiver is the person who takes most care of the child (usually the mother). Secondary caregiver still cares for the child but less than the primary and has less influence on the child (usually father).
3 years ago
3 years ago
what is the exact age for the strange situation task?
I just noticed that I made a mistake in my explanation. I switched latency with amplitude.
- P1's amplitude decreases with increasing age.
- P1's latency decreases with increasing age.
- N170's amplitude decreases until the age of 12-13 years and increases at the age of 14- 15 years
- N170's latency decreases with increasing age.
- face indexing (P1) is gets more efficient with increasing age
- face indexing (P1) gets faster with increasing age
- face processing (N170) gets more efficient until the age of 12-13 years and then gets less efficient again around the age of 14-15 years.
- face processing (N170) gets faster with increasing age
I'm sorry for the confusion.
Anonymous Floppy Disk
3 years ago
from what age on can a child perceive object unity? some notes say 1 month some say 4 months..
yes, true but I think Chomsky said that there is ONE device that is responsible for language. If you can do one part of language and the other part you cannot do, there has to be something more than ONE language acquisition device
I don't know how relevant it is, but I found wrong explanations for the "cocktail party effect" in some of the summaries. The cocktail-party effect is filtering out all the unwanted noise around you - like when on a party with a lot of talks - to still understand the one person speaking to you perfectly.
The lunch line effect is when you selectively hear your name, like when waiting for your lunch at work and overhearing your name in someone else's conversation.
Don't mix them up =)