Renée Baillargeon showed 3-month-olds a possible event (a solid screen obscuring a solid object) and an impossible event (a solid screen passing through a solid object). In contrast to Piaget's conclusion regarding the age at which physical principles are understood, Baillargeon's infants looked: a. longer at the impossible than at the possible event. b. longer at the possible than at the impossible event. c. for the ball and tried to retrieve it in both conditions. d. about equally long at both events.

Question 4In lecture, Professor Bloom discussed a study where infants view a possible event (a solid screen obscuring a solid object) and an impossible event (a solid screen passing through a solid object). In contrast to Piaget's conclusion regarding the age at which physical principles are understood, this study found that infants looked: 1 pointa. longer at the impossible than the possible event b. longer at the possible than the impossible event c. about equally long at both events d. for the object and tried to retrieve it in both conditions

Infants really enjoy peek-a-boo –– the game where parents hide their face with their hand and then suddenly remove their hands from their face and say, "peek-a-boo!" For Piaget, this would be a good example of how infants lack:1 pointa. reversibility b. theory of mindc. object permanence d. centration e. conservation

An atypically developing child might be observed a. running, laughing hysterically, and waving her arms b. pouting and refusing to eat the food he is offered c. performing tasks as if she were a puppy d. struggling with puzzles others his age have mastered

1 pointWhen D'Andre was 5 months old, he looked at a toy train, but when his view of the train was blocked, he did not search for it. Now that he is 9 months old, he does search for it, reflecting his development of:object permanence.self-differentiation.assimilation.schemata.

Until the middle of the twentieth century, most researchers believed that infants possess only the most rudimentary ways of perceiving the world.  Then, in the 1950s, innovative investigative strategies allowed researchers to better assess the complexity of infants' perceptual abilities.Studies on the visual perception of infants used gaze time as an indicator of interest or preference.  In Study 1, 36 babies age 2 weeks to 4 months were shown 6 pictures of identical size simultaneously, such as pictures of a bull's-eye, a bird, three squares of different colors, and a human face.  Researchers recorded the time the infants spent looking at each picture and calculated the mean gaze time for each picture.  It was found that the babies gazed far longer at the human face than at any other picture.Studies on the auditory perception of infants also employed gaze time as an indicator of preference.  In Study 2, researchers exposed infants age 1-4 months to four types of auditory stimuli.  The first type was human speech consisting of a series of randomly selected short words, each stated in a neutral tone, followed by a second of silence.  The other stimuli included environmental sounds (eg, forest noises); neutral, human, noncommunicative sounds (eg, sneezing, coughing, throat clearing); and monkey vocalizations.  A red light was shown on a computer monitor to attract the babies' attention.  Once their gaze was fixed on the monitor, they were shown a picture of a checkerboard along with the auditory stimulus for up to 40 seconds.  The time the infants gazed at the monitor was recorded.  Results indicated that babies preferred human speech to any other sound.Adapted from S. Shultz and A. Vouloumanos ©2010 Taylor & Francis Group, and R. L. Fantz ©1961 Scientific American. Question 31Based on Study 1, which of the following best explains how babies are able to perceive both the form and location of the pictures simultaneously?A.Parallel processingB.Sensory adaptationC.Weber lawD.Signal detection theory