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The construction of reality
... The two possibilities can be tested against each other by assessing a generalization gradient. Given general object and stimulus constancy in humans (e.g., Piaget & Inhelder, 1987), the configural representation as an abstraction of a person is relatively insensitive towards changes in pictorial details and towards changes in viewing angles (cf. Wasserman et al., 1996). ...
... In the first two studies, we made use of the well-documented perceptual constancy in humans (e.g., Piaget & Inhelder, 1987) to assess whether EC effects are bound to the pictorial code or the configural code of the CS. That is, we altered the viewing angle between the learning and evaluation stages to assess whether this change disrupts the EC effect. ...
Evaluative conditioning (EC) is a social-cognitive research paradigm that is claimed to serve as an experimental analogue for the acquisition of attitudes towards individuals and groups. Previous research has challenged this claim by showing that the EC effect in facial stimuli is disrupted when a single feature of a face is altered. As the external validity of research paradigms is vital when generalizing findings from an experiment to the social world, the present research reconsiders this previous work in three experiments. Using faces as conditioned stimuli, we demonstrate that neither changes in viewing angle (Experiments 1 and 2), nor changes in features of the conditioned face (Experiment 3) disrupt the EC effect. The present experiments thus demonstrate that attitude acquisition by means of EC procedures generalizes to novel instances of the conditioned stimulus, signifying the adaptive value of EC effects in preparing behavior. Moreover, the present work suggests that conclusions drawn from this research paradigm can be applied to the acquisition of social attitudes.
... Untuk menyebut usia, Piagete, dalam teori perkembangan anaknya, secara spesifik menyebut bahwa mulai usia sebelas tahun, anak mulai dapat berpikir abstrak, termasuk berpikir kritis terhadap berbagai hal dalam kehidupannya. Tahapan ini yang disebut sebagai formal operasional dalam perkembangan intelektual anak (Piaget, 2002). ...
Sebagai bacaan anak, novel grafis Salma Ta’rifu Huquuqahaa (STH) karangan Fathimah al-Ma’dul menunjukkan karakteristik yang relevan dengan sastra anak. Selain ditampilkan dengan ilustrasi yang dapat menarik perhatian pembaca anak, narasinya pun menunjukkan unsur didaktik yang jelas, yaitu kesadaran akan hak-hak anak dan kepedulian terhadap lingkungan sosial. Moral tersebut ditampilkan melalui karakter anak bernama Salma. Akan tetapi, permasalahan muncul dalam karakterisasi Salma yang menjadi tokoh utama sekaligus penyampai moral. Selain itu, representasi moral di dalamnya perlu dibaca secara kritis agar maknanya dapat ditangkap oleh pembaca, baik pembaca anak-anak maupun pembaca umum. Oleh karena itu, dilakukan penelitian kualitatif dengan menggunakan teori Semiotika Roland Barthes sebagai pendekatan. Dengan melakukan pembacaan bertahap (signifikansi) terhadap tanda-tanda yang ada di dalam teks, diperoleh hasil bahwa teks STH menampilkan moral terkait kesadaran akan hak-hak anak dalam rangka melakukan sosialisasi Konvensi Hak-hak Anak PBB sebagai pedoman hak-hak anak secara global. Selain itu, mitos yang diungkapkan melalui sosialisasi itu adalah kampanye terhadap hak-hak anak di Mesir yang digagas oleh Suzanne Mubarak pada saat teks diterbitkan (2016).
... Furthermore, negative emotion associated with facing the unfamiliar could also account for individual differences in explorative action (Rolls, 2000). Exploration tends to be more frequent in children than adults, both in the sense of play in the physical-social environment and in the sense of pretend play that extends to the conceptual-hypothetical domain (Piaget, 1954). At the same time, a secure "home base, " e.g., attachment to the primary caregiver, has been shown to account for differences in explorative activity in children (Ainsworth and Bell, 1970). ...
Action is widely characterized as possessing a teleological dimension. The dominant way of describing goal-directed action and agency is in terms of exploitation, i.e., pursuing pre-specified goals using existing strategies. Recent theoretical developments emphasize the place of exploration, i.e., discovering new goals or acquiring new strategies. The exploitation-exploration distinction poses questions with regard to goals and agency: Should exploration, as some authors have suggested, be regarded as acting without a goal? We argue that recognizing the hierarchical nature of goals is crucial in distinguishing the two kinds of activity, because this recognition prevents the claim that exploration is goal-free, while allowing for a homogeneous account of both exploitative and explorative actions. An action typically causes relatively low-level/proximal (i.e., sensorimotor, immediate) and relatively high-level/distal (i.e., in the environment, at a wider timescale) outcomes. In exploitation, one relies on existing associations between low- and high-level states, whereas in exploration one does not have the ability or intention to control high-level/distal states. We argue that explorative action entails the capacity to exercise control within the low-level/proximal states, which enables the pursuit of indeterminate goals at the higher levels of a goal hierarchy, and the possibility of acquiring new goals and reorganization of goal hierarchies. We consider how the dominant models of agency might accommodate this capacity for explorative action.
... @BULLET Body-rationality. Representations, which an infant might form, develop through sensorimotor-level environmental interactions accompanied by goal-directed actions (Piaget, 1954). In addition, the embodiment is suggested as a necessary precondition for building up higher thoughts (Smith and Gasser, 2005). ...
The human brain is one of the most complex dynamic systems that enables us to communicate in natural language. We have a good understanding of some principles underlying natural languages and language processing, some knowledge about socio-cultural conditions framing acquisition, and some insights about where activity is occurring in the brain. However, we were not yet able to understand the behavioural and mechanistic characteristics for natural language and how mechanisms in the brain allow to acquire and process language. In an effort to bridge the gap between insights from behavioural psychology and neuroscience, the goal of this paper is to contribute a computational understanding of the appropriate characteristics that favour language acquisition, in a brain-inspired neural architecture. Accordingly, we provide concepts and refinements in cognitive modelling regarding principles and mechanisms in the brain - such as the hierarchical abstraction of context - in a plausible recurrent architecture. On this basis, we propose neurocognitively plausible model for embodied language acquisition from real world interaction of a humanoid robot with its environment. The model is capable of learning language production grounded in both, temporal dynamic somatosensation and vision. In particular, the architecture consists of a continuous time recurrent neural network, where parts have different leakage characteristics and thus operate on multiple timescales for every modality and the association of the higher level nodes of all modalities into cell assemblies. Thus, this model features hierarchical concept abstraction in sensation as well as concept decomposition in production, multi-modal integration, and self-organisation of latent representations.
... More research is needed to explore these parallels and the possible role of differing aspects of brain function in lexical and phonological development, but it is now beginning to be possible to relate our understanding of cognitive development, once set out in terms of monolithic shifts from one 'stage' to another (Piaget, 1951(Piaget, , 1952(Piaget, , 1954; see the critique in Thelen & Smith, 1994, Ch. 2), not only to the dynamic advances and changes, based on the interaction of action and perception, that occur in different ways in different children, but also to their possible underpinnings in brain development. ...
Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating ‘perceptual narrowing’ in infant speech perception over the first year of life. In contrast, studies of early word production have long provided evidence that holistic word learning may precede the formation of phonological categories. In that account, children begin by matching their existing vocal patterns to adult words, with knowledge of the phonological system emerging from the network of related word forms. Here I review evidence from production and then consider how the implicit and explicit learning mechanisms assumed by the complementary memory systems model might be understood as reconciling the two approaches.
... This already happens when perceivers' visual angles change from one encounter with a stimulus to the next. Given general object and stimulus constancy in humans (e.g., Piaget & Inhelder, 1987), this poses less of a problem for EC effects in humans, as even pigeons generalize from the original CS to its presentation at different visual angles (e.g., when stimuli are rotated in depth; Wasserman et al., 1996). ...
... First, from a Piagetian point of view, opposite search is highly relevant, particularly within the context of the sensorimotor concept of space. According to Piaget (1937), in Stage 5. infants elaborate objective spatial groups. They are now able to understand the spatial relationships that link objects (including themselves) together within a coherent spatial framework. ...
Administered tests of object permanence to 28-, 35-, 48-, and 150-day-old kittens (
Felis catus) in order to assess as accurately as possible the developmental level reached at each age group in this Piagetian cognitive capacity. The results indicate that 28-day-old-kittens visually tracked a moving object in their perceptual field (Stage 2); 35-day-olds recovered a hidden object only if they had initiated a search movement at the time of disappearance (Stage 4a); 48- and 150-day-olds mastered multiple visible displacements (Stage 5b). The study showed that the upper limit, Stage 5b, observed in adult cats was reached by Day 48, which indicates a rapid development of object permanence in this species. Results are discussed in relation to object permanence in human babies and in terms of the relevance of object permanence to predatory behavior in the domestic cat. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... This raises the additional question as to whether video-based anchored instruction is most appropriate for students in this transitional developmental period. In considering developmental psychology, Piaget's (1954) theory of cognitive development has established the years of middle school as the transition phase into formal operations-a period in which students are most likely to begin to process more abstract thoughts and conceptualize challenging, multi-dimensional ideas. The formal operations level of cognitive development allows for learners to move beyond concrete understanding to a point at which teachers can engage them in complex and controversial issues-concepts best discussed and debated. ...
... In questo modo, le rappresentazioni mentali vanno a costituire schemi cognitivi e affettivi che l'individuo utilizza per organizzare l'esperienza arrivando a poter conferire un senso di coerenza a sé e all'ambiente. A sua volta, l'esperienza può modificare le rappresentazioni mentali o crearne delle nuove, secondo quel processo di assimilamento e accomodamento che consente lo sviluppo cognitivo e affettivo degli individui (Piaget & Inhelder, 1987). Kelly sostiene che non sia possibile avere un contatto diretto con la realtà, percepirla senza alcun tipo di interpretazione soggettiva. ...
John R. Shook rejects traditional philosophical and psychological approaches to the problem of other minds, which unjustifiably isolate internal mind from external world and wrongly prioritize individualistic and reductivist explanations for cognition. Both philosophical considerations and recent social neuroscience point the way toward a thoroughly social approach to the development of mentality in the context of cooperative interaction. Key features of cognition such as joint attention, intentionality, and agency naturally emerge in young childhood through participation in group activities. Understanding of other minds gradually emerges right along in step with the development of one’s own mind, so the philosophical “problem” of knowing other minds is sociologically dissolved.
The prevalence of HIV/AIDS among the youths who constitute about twenty-five percent of the world population draws attention to the challenge of addressing the needs of secondary school students where a very large cluster of the youths can be found. This paper thus examines problems of youths who appear very vulnerable to HIV/AIDS as a result of the socio-emotional pressures attached to adolescence, a developmental stage characterized by identity crises. The paper submits that the Social Studies teacher would play a very significant role in resolving the identity crises of secondary school students under their tutelage, if they carefully plan their classroom instructions to clarify the values held by their students; and as a result, the students will avoid HIV/AIDS risk-related practises, lead lives devoid of diseases and avoid injuries and by that, live longer and achieve their life goals.
DOI: 10.5901/mjss.2014.v5n1p333
Playing infants often direct smiling looks toward social partners. In some cases the smile begins before the look, so it cannot be a response to the sight or behavior of the social partner. In this study we asked whether smiles that anticipate social contact are used by 8- to 12-month-old infants as voluntary social signals. Eighty infants—20 at each of 8, 9, 10, and 12 months of age—completed 5 tasks. The tasks assessed anticipatory smiling during toy play, means-end understanding (2 tasks), intentional communication via gesture and vocalizations, and memory for mother's location. Across all ages, anticipatory smiling was strongly predicted by intentional gestural and vocal communication and by means-end understanding. The findings are discussed in terms of the nature and origins of infants' voluntary communications.
La moderna psicologia scientifica si è sin dagli inizi occupata di problematiche riguardanti il legame tra salute/malattia
del corpo e salute/malattia della mente. In particolare la psicologia clinica ha cercato, nelle sue diverse applicazioni,
di dare una sempre maggiore sistematicità ai concetti psicologici collegati alla malattia organica. La psicologia clinica
viene descritta come:“un settore della psicologia i cui obbiettivi sono la spiegazione, la comprensione, l’interpretazione
e la riorganizzazione dei processi mentali disfunzionali o patologici, individuali e interpersonali, unitamente ai loro correlati
comportamentali e psicobiologici” [2].
From its very beginning, modern scientific psychology has dealt with issues regarding mind-body, health-disease relationships;
in particular, clinical psychology, in its various applications, has tried to provide a structure to psychological concepts
tied to organic disease. Clinical psychology is described as the “area of psychology whose objectives are the explanation,
understanding, interpretation and reorganization of dysfunctional or pathological mental processes, both individual and interpersonal,
together with their behavioral and psychobiological correlates” [2]. Clinical psychology is characterized by a variety of models, methods, theories and techniques, each of which has its own
historical reason. Its core and indispensable common denominator is clinical practice, be it intended for individuals, groups
or collectives [3]. Among its areas of application we can include psychosomatics, health psychology and hospital psychology, where clinical
psychology offers a relevant and coherent scientific, professional and training frame through contributions aimed at health
maintenance and promotion, identification of etiological and diagnostic correlates, analysis and improvement of health care,
and enhancement of public health [4].
Various theories of psychological development can be characterized according to whether they are primarily separation or attachment theories and whether they emphasize primarily the processes or the products of development. A full understanding of psychological development requires an integration of theories of attachment and separation and of what is attained in the course of psychological development (the products), as well as the mechanisms (or processes) by which these products are attained. Discussion of a revised model of Erikson's eight stages of psychosocial development illustrates the importance of formulating a dialectical developmental model that describes the interaction between attachment and separation and between product and process.
When compared with nonalcoholics, chronic alcoholics and their children show significant deficits in the processing of visuospatial information. The literature supports two possible explanations of a visuospatial processing deficit in the child of an alcoholic (COA) when compared with the child of a nonalcoholic (NCOA). Either the COA may suffer cognitive disruptions produced by personal and social development within an alcoholic family, or the COA may inherit or very early develop alterations in central nervous system substrates of neurocognitive operations. The present study was designed to continue our examinations of visuospatial information processing differences and the source of these differences in COAs. An evaluation of very young subjects not only assisted in providing a more complete view of visuospatial processing across the COA's life span, but also helped explain why the deficit occurs. Thirty matched male and female preschool children, aged 35.8-51.6 months, served as participants. Fifteen children were COAs from families in which the biological father and two other relatives had an alcoholism history. The other group of 15 children were NCOAs. Each child performed a visuospatial learning task similar to the task used in previous studies of older COAs. The visuospatial learning performance of the preschool COAs was inferior to that displayed by preschool NCOAs. The patterns of correct, error, and nonresponses emitted by the preschool COAs and the interrelationships of these data closely resembled the data from our previous studies of older children, adolescent, and adult COAs.(ABSTRACT TRUNCATED AT 250 WORDS)
Infants from 16 to 20 weeks were presented with objects moving across a 60-cm distance. Tracking increased between 16 and 18 weeks, reaching increased at 18 weeks, and arm lifts (swipes) showed no age change. A right spatial field bias in tracking disappeared gradually. Swipes occurred most often in front of the object, when it was moving in the center field, presumably as reactions due to spatial proximity. Reaching occurred in the peripheral spatial fields in the younger infants, but in the older infants most often in the center spatial field. Moreover, reaching occurred generally more often toward the left spatial field and predicted the emergence of tracking the left spatial field. Thus, it appeared that a bias in reaching corrected a bias in tracking. Similar effects of limb movements, especially when reaching, were found in the successful treatment of visual neglect patients in neuropsychological research.
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