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Exam #2 | PSYCH 306 - DEVELOPMENTAL PSYCH, Quizzes of Developmental Psychology

University of Washington (UW) - Seattle Developmental Psychology

Class: PSYCH 306 - DEVELOPMENTAL PSYCH; Subject: Psychology; University: University of Washington - Seattle; Term: Spring 2015;

Typology: Quizzes

2014/2015

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TERM 1

Animal Language

DEFINITION 1

- Langauge is different than speaking -> its ab out the capacity to communicate-

Kanzi the chimpanzee - Kanzi asked to preform a se ries of tasks (things that

are not familiar to him) via commands from the experimenter, able to connect

the verb with the correct action, researchers believe that this is qualitatively

different than what language is- Believe that t hey dont actually have a human like

language because he has not improved mu ch over time (in children, its really

hard over time but once they get it, it explod es), few words, learned slowly

through extensive training, very limited order ing (we can say the same things

lots of different ways and still understand the m whereas Kanzi can only

understand things if they are presented in th e same order)- Kanzis language is

highly repetitive, and he doesnt understand r ecursion (with is an important part

of our language, we can have a sentence or phrase imbedded into other

sentences)

TERM 2

Typical chimpanzee utterances after several

years of training...

DEFINITION 2

nim eat nim eat

drink eat me nim

me gum me gum

tickle me nim play

me eat me eat

me banana you banana me you give

banana me me eat

- Fundamentally different than the way young children learn,

children dont make these sort of errors

TERM 3

Why would anyone expect chimpanzees to

learn human language?

DEFINITION 3

- chimps are smart but much more i s needed for learning

language than general smartness- c himps are our closest

relatives, but we split off 5-10 million years ago -> enough time

for new brain structures to emerge- chimps can do things we cant -

like tear monkeys to shreds for dinne r- Common view: animals

do not have language in the way tha t humans do...

TERM 4

Language Development the Timetable ->

Birth - 4 Months

DEFINITION 4

- lip-smacking, cooing, squealing - preference for melody of

own language (whatever la nguage they have been hearing in t he

womb), used a computer to take out all the content and blur the

words but keep the vocal raises and f alls - babies will look toward

the melody they are used to -> sugg ests that they are starting to

figure out what their language is - sensitive to all phonem es

(smallest amount of sound we make )- as young babies, we come

into the world able to pronounce

TERM 5

Language Development the Timetable -> 4-7

Months

DEFINITION 5

start babbling (experimenting with phonemes)

Discover Quizzes of Developmental Psychology University of Washington (UW) - Seattle

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Download Exam #2 | PSYCH 306 - DEVELOPMENTAL PSYCH and more Quizzes Developmental Psychology in PDF only on Docsity!

Animal Language

Langauge is different than speaking -> its about the capacity to communicate - Kanzi the chimpanzee - Kanzi asked to preform a series of tasks (things that are not familiar to him) via commands from the experimenter, able to connect the verb with the correct action, researchers believe that this is qualitatively different than what language is- Believe that they dont actually have a human like language because he has not improved much over time (in children, its really hard over time but once they get it, it explodes), few words, learned slowly through extensive training, very limited ordering (we can say the same things lots of different ways and still understand them whereas Kanzi can only understand things if they are presented in the same order)- Kanzis language is highly repetitive, and he doesnt understand recursion (with is an important part of our language, we can have a sentence or phrase imbedded into other sentences) TERM 2

Typical chimpanzee utterances after several

years of training...

DEFINITION 2

nim eat nim eat

drink eat me nim

me gum me gum

tickle me nim play

me eat me eat

me banana you banana me you give

banana me me eat

- Fundamentally different than the way young children learn,

children dont make these sort of errors

TERM 3

Why would anyone expect chimpanzees to

learn human language?

DEFINITION 3

chimps are smart but much more is needed for learning

language than general smartness- chimps are our closest

relatives , but we split off 5-10 million years ago -> enough time

for new brain structures to emerge- chimps can do things we cant -

like tear monkeys to shreds for dinner - Common view: animals

do not have language in the way that humans do...

TERM 4

Language Development the Timetable ->

Birth - 4 Months

DEFINITION 4

lip-smacking, cooing, squealing - preference for melody of

own language (whatever language they have been hearing in the

womb), used a computer to take out all the content and blur the

words but keep the vocal raises and falls - babies will look toward

the melody they are used to -> suggests that they are starting to

figure out what their language is - sensitive to all phonemes

(smallest amount of sound we make)- as young babies, we come

into the world able to pronounce

TERM 5

Language Development the Timetable -> 4-

Months

DEFINITION 5

start babbling (experimenting with phonemes)

Language Development the Timetable -> 12

Months

first words : objects, actions, properties (usually nouns)

usually just one word at a time

some sensitivity to word order

TERM 7

Language Development the Timetable -> 18

Months

DEFINITION 7

explosion period

learning words faster

2 word sentences (can string things together)

TERM 8

Language Development the Timetable -> Past

Puberty

DEFINITION 8

outside the critical period learning becomes more difficult (if you do not

learn a language before puberty than you will never be able to)- Second

language learning after puberty is controversial, some believe that as an

adult it is harder to learn a new language.- Some people disagree

(Catherine Snow), they say contexts matter (kids at school, adults at

work)- There are many cases in which the adults have the advantage, we

already know a language, we have explicit strategies with regard to

language- definitely accent is tricky - kids get the accent really quickly,

maybe grammar is also trickier

TERM 9

"Sound & Fury" Video

Clip

DEFINITION 9

Deaf culture - not seen as a disability, seen as a community- idea of cochlear implant controversial - seen as a rejection of deaf culture (parents want her to be happy with the person she is), but she wants to be able to communicate with everyone and not be limited - use shine and learn to speak, communicate with deaf and hearing children- insert electrode into inner ear (the cochlea), at 18 months the procedure can be very successful and allow a child to learn the language and identify with hearing culture, you can turn it on and off (better results at a younger age) (at four they can still develop natural speaking skills)- mother wants her child do grow up with all the opportunities as his brother TERM 10

Sign Language

DEFINITION 10

- there are different types of people who use sign language-

most interested in studying deaf children in hearing families

(?) - allow us to look at what language looks like when it first

emerges- studies done in Nicaragua

Spatial Modulation Study

People can use space in a way that we dont usually in verbal language,

ex) signing John saw Steve and looking in the direction that they saw him

(spatially modulated), researchers wanted to know if as language

matured people began to use spatial modulation, researched differences

between cohorts and what age the learners were...- found that cohort two

spatially modulated more than cohort one, most spatial modulation within

the younger than age 6 and second cohort group- age does have a large

effect:after age 10 if you havent had a fluent language you wont be as

good as understanding it, late learners did the least spatial modulation

TERM 17

Sign Language & Telling

Stories

DEFINITION 17

Participants watch a video where someone passes some water and asked participants to narrate what happened in the video, when ask to sign they could chose to use the unrotated representation or the rotated representation- interested in whether within a cohort if people are systematic with regard to which representation they chose, do different people within the same cohort use the same strategy?- found that first cohort did not follow the same pattern but within the second cohort nearly all the subject used rotating almost all the time, they interpreted what was happening in the situation more similarly, second cohort was more systematic (fixed) and shared the sign language- language changes across generations such that it becomes more and more advanced and systematic - so that everyone is on the same page TERM 18

What is the take home for language?

DEFINITION 18

languages are more difficult to learn after age 10

language grows and changes over time

TERM 19

The Secret Life of the Brain - Video

Clip

DEFINITION 19

neural tube - primitive beginning of our thoughts and feelings- most

cells are replaced but neurons are born in fetal life and are the ones that

are still functioning all the way into old age (they do not get replaced), it

is a very unique cell, take part in migration (there is evidence that young

neurons have an idea where they are migrating to and that they can

recognize their position in the brain)- McConnel - experiment tracking the

migration of neurons, translated a newborn neuron into a brain and found

that it took direction from its neighbors, but if you transplant a neuron

that has already been through migration it follows its own path and

knows where it has to go

TERM 20

Occipital Lobe

DEFINITION 20

- in charge of vision(furthest back, primitive/ old)- one of the

four major lobes of the cerebral cortex in the brain of

mammals. The occipital lobe is the visual processing center

of the mammalian brain containing most of the anatomical

region of the visual cortex.

Temporal Lobe

in charge of perception, smell, hearing, memory and language

(also close to the back of the brain, old)- one of the four major

lobes of the cerebral cortex in the brain of mammals. The

temporal lobe is located beneath the lateral fissure on both

cerebral hemispheres of the mammalian brain.-processes auditory

information and other aspects of language meaning, and its

supports crucial components of memory

TERM 22

Frontal Lobe

DEFINITION 22

- motor control, cognitive abilities (planning, problem solving,

decision making)- located at the front of the brain, is one of

the four major lobes of the cerebral cortex in the brain of

mammals.-planning, problem solving, regulating thoughts

and emotions

TERM 23

Parietal Lobe

DEFINITION 23

- somatosensory cortex, touch, pressure, spatial awareness,

temperature- The parietal lobe is positioned above the

occipital lobe and behind the frontal lobe and central sulcus.

TERM 24

Hippocampus

DEFINITION 24

- the memory area

TERM 25

Amygdala

DEFINITION 25

- emotions- fear center

Neuron

- Axon: covered by myelin sheath, message travels down

axon, axon terminals- cell body: which includes the nucleus-

synapse: at the beginning of the next neuron - where the

connection occurs- dendrites-A neuron is an electrically

excitable cell that processes and transmits information

through electrical and chemical signals.

TERM 32

Adolescent Brain Maturation

DEFINITION 32

- pretty much at its full size by age 5 but as you age it

becomes more mature (cell bodies, and dendrites have been

replaced with white matter/ axons)

TERM 33

MRI

DEFINITION 33

-good for seeing tumors but cannot tell what the brain is

actually doing - ex. Phineas gage would want an MRI-

anatomical scan- is a medical imaging technique used in

radiology to investigate the anatomy and physiology of the

body in both health and disease.

TERM 34

Eye-Tracking

DEFINITION 34

- strengths: millisecond level timing, not invasive, gaze

information, pupil diameter (autonomic response)- weakness:

indirect brain measure

TERM 35

Electroencephalograph (EEG)

DEFINITION 35

analyzes electrical activity in the brain by placing electrodes on

the scalp, each electrode measures activity from millions of

neurons, you dont know exactly where the source is, good at time

resolution- strengths: millisecond event timing, non-invasive, same

methods can be used across ages- weaknesses: poor confidence in

localization (where is the signal coming from? which cortex?),

stimuli must be repeated and responses averaged

fMRI

can explore the brain while it is functioning, blood naturally

carries hemoglobin with different concentration levels of oxygen -

if a particular part of your brain is being used it tells you body to

pump oxygen to that area and we can see those changes in that

area and measure them - strengths: high accuracy of localization,

imaging of oxygen usage - weaknesses: very sensitive to

movement if they move at all the image cannot be used (not ideal

with awake infants and young children), low time resolution

(around 8 seconds), expensive

TERM 37

Motor Milestones

DEFINITION 37

2 months -> lift head

3 months -> raise chest with arms (half push up), roll over

4 months -> sit with support

6 months -> sit by oneself, stands with help

8 months -> pull themselves to a stand

10 months -> creeping, go along edges supporting their walk

11 months -> stands unsupported

12 months -> walking

TERM 38

Maturational Account of Motor Development

DEFINITION 38

argues that its about brain development, not practice or experience (argues that you are where you are because of how developed your brain is)-motor development depends on the increasing sophistication of the cortex and its ability to orchestrate the timing and intensity of muscle movements (argues that a baby cannot walk before the age of one because the brain structures involved in guiding motor action are still too immature to coordinate the movements that enable walking)- Evidence: Twin girls and stair study, took a pair of identical twins and everyday helped on walk up a set of stairs but they never help the other one (varying motor experience), waited until the point where the twin could go up the stairs herself and then introduced the other twin to the stairs and found that she too could walk up the stairs - Cross cultural evidence: different cultural practices - ex) kids who spend all day swaddled still learn to walk at the same time TERM 39

Dynamic Systems Theory of Motor

Development

DEFINITION 39

not as simple as brain development there is an interaction between

development and other factors like environment, interaction of

perception, bodily changes etc.-(looking at the bigger picture) the idea

that the development of complex behaviors should be understood in

terms of interactions among all the changing components involved in

executing the behaviors (ex., water and walking experiment suggests

that physical constraints have an effect of motor development)-

Evidence: stepping reflex, putting kids in water and see that since there

legs weigh less they can walk earlier- Obese infants: walk later in life,

which supports idea that there are other factors

TERM 40

Theory of Mind

DEFINITION 40

-our ability to attribute mental states to other people-well-

developed set of untaught, intuitive beliefs about others mental

states and processes and an understanding of how to use those

beliefs to infer others goals to explain their actions (when you lack

theory of mind you are unable to make inferences about peoples

beliefs, desires and other mental events, not only in others minds

but also in your own)

Sally And Anne Task

-the experimenter verbally describes and visually depicts a person (sally), who puts an object into a covered basket and then leaves the room. while sally is gone, Anne enters, moves the object from the basket to a covered box and leaves the room. Sally then returns and the child is asked where sally will look for the object. most children under the age of 3 1/2 will say that sally will look in the box (because they fail to see how a persons beliefs might cause them to act in a different way). most children over 4 will say that sally will look in the basket.- Able to pass by their 5th year- inconsistencies with where children look and what they say verbally (possibility that they know the answer earlier) TERM 47

False Beliefs Box

Study

DEFINITION 47

A familiarization trail 1: two boxes and experimenter sticks object into the green box over and over again they reach into green box and take out object (warm-up phase)- B familiarization trails 2 and 3- true belief green condition: object is still in the green box and you see that happen, but yellow box moves ( if infants understands false beliefs they would be more surprised if they reached in the yellow box for their object)- true belief yellow condition: object is moved from the green box to the yellow box and you know where it is (more surprising if researcher reaches in the green box)- false belief green condition: object has moved from green to yellow without experimenter being in the room (babies look longer when experimenter reaches for the box that is has been moved to, they understand that the experimenter did not see the object move)- false belief yellow condition: see object move to another box but then we you leave it is switched again (expect to reach in yellow, surprised when they reach for the correct answer)- opposite of what youd expect in the sally anne task, different because they are verbally asked whereas in the colored box trial they are measuring look time TERM 48

What does theory of mind buy us?

DEFINITION 48

helps us in relationships, competition, advertising, problem

solving- Egocentricism - need to overcome this- Helping: so you

can understand what others want- Deceiving (candy hiding video)-

Perspective taking: person behind a bookshelf asking for child to

give them certain objects some that are only in the view of the

child, ex) "give me the smallest truck," if you understand the

experimenters perspective then the child will hand them the

smallest truck that that is visible to them both

TERM 49

Downsides of being good at theory of mind

DEFINITION 49

some argue you lose some of your own behavior when you are

able to think about what other people think- two fun tasks

(dancing and singing) and two boring tasks -> experimenter tells

child they can pick two to preform - finding is that younger kids

chose the more fun tasks while the other kids chose the boring

task because they realize that other people are watching

TERM 50

Over - imitation

DEFINITION 50

dark box and clear box study - humans dont take shortcuts instead they follow adults perfectly, they will imitate things that are not necessary whereas Chimpanzees will take the shortcut, with the dark box they couldnt see how they were getting the reward they only knew what actions to take but even when it was switched to a clear box and you could see how to get the reward they didnt change the way they did things -> some argue we do this because it prepares us for the society we live in-by 18 months or so infants become able to infer an actors intention and imitate that goal rather than simply reproducing every action. However, if they see cues indicating that the actor purposefully chose an unusual or inconvenient way of doing something they will imitate the precise action instead.

Social Referencing

- looking to others for understanding on new things-in

unfamiliar and potentially dangerous circumstances it makes

sense to watch the facial expressions and actions of those

who know more about the situation- ex) see a new toy look

at mom and go towards to toy that the mom approves of

TERM 52

Emotional Eavesdropping

DEFINITION 52

- child sees adult interact with toy, another adult expresses

anger or not, half the time the angry person leaves the room,

will the child imitate action on toy, when person was angry

and left the room they were more likely to preform

aggressive action

TERM 53

Selective Trust Paradigm

DEFINITION 53

study on how we listen, trust and learn from others- two different

kids giving different answers - first condition - known object

labeling: consistently accurate, consistently inaccurate - second

condition - novel object labeling : ask for information, endorse

information (they trust the person who got the answers correct in

the other condition, we get better at choosing information from

accurate sources, kids can use accuracy to chose who they trust)

TERM 54

Familiar vs. Unfamiliar Teacher Study

DEFINITION 54

- kids prefer to listen to people that they know- kids were

more likely to believe their own teacher over a stranger

TERM 55

Informant Consensus

DEFINITION 55

- (Corriveau, Fusaro and Harris) do children go along with the

group?children go with the flow- pretest:- 3 informants

pointed to one object (consensus)- one informant pointed to

a different object (dissenter)- children are more likely to

follow the majority, they become the accurate informer

Infant Social Preferences - Attractiveness

(Langlois): show two different people who vary in attractiveness

(according to adult standards), what percent of time do they look

at one versus the other? (Preferential looking task) - found: babies

look longer at the more attractive photos, prefer more

symmetrical faces - other trial: where they flashed a picture of

babies mom and another new mom and the babies looked longer

at their own mother (face-based bias toward the primary

caregivers gender (applies only to same-race faces)(remember

this is not a habituation task)

TERM 62

Infant Social Preferences - Preference of

Gender?

DEFINITION 62

- two equally attractive people but one male and one female-

found: that infants look longer at the female photo, possibly

because of the nurturing that comes from the mother, look at

familiar - BUT babies that were reared by males looked

longer at the male photo (so more about nurture)

TERM 63

Do babies look longer at things they

like?

DEFINITION 63

Bar-Haim, Ziv, and Hodes study -> babies were shown different

faces, look longer at faces that look like the ones they see in

everyday life- Babies:- white Israeli: looked longer at Caucasian

face- Black Ethiopian: looked longer at African face- Ethiopian-

Israeli (the families themselves are Ethiopian but the broader

environment is white, so exposure to both): look equally long at

both faces- is this really a preference or just familiarity? ->

Conclusion: infants look longer at things that are familiar

TERM 64

Blue Eyes - Brown Eyes Racism Study

DEFINITION 64

study done by Jane Elliot a 3rd grade teacher-On that first day of

the exercise, she designated the blue-eyed children as the

superior group. Elliott provided brown fabric collars and asked the

blue-eyed students to wear them. She gave the blue-eyed children

extra privileges, such as second helpings at lunch, access to the

new jungle gym, and five extra minutes at recess. The next day

she switched it.- let the children see what it felt like to be

discriminated against- Very controversial - some thought it was not

ethical

TERM 65

Infant Preferences - Toy Choice

DEFINITION 65

- to see if children preferred a toy given to them from either

a black or white individuals- found that the white babies are

equally likely to take from either group but as they grow

older, at around 5, a white child is more likely to take a toy

from a white individual

Infant Preferences - Friends

- When asked who would you rather be friends with? Black

children are equally likely to choose white or black friends,

white kids prefer white kids (looking at two images)(?)

TERM 67

Infant Preferences - Doll Study

DEFINITION 67

- Doll study: black and white doll, which doll is the nice doll?

black children would say that the White dolls were the good

ones- white kids in South Africa prefer white- black kids in

South Africa prefer white -> such vast inequality that they do

not prefer their own group, the more inequality the more out-

group preference

TERM 68

Infant Preferences - Japanese Children Study

DEFINITION 68

look at two different images, a Japanese child paired with either a black

or white child, how often do they prefer to be friends with the Japanese

child?- 6 year olds almost always say they prefer the Japanese kid (in-

group preference)- at 10 years old we see it matters who the other child

is, if it was a black child they would pick the Japanese child (stereotypes

are negative of blacks regardless of location, maybe ten year olds have a

self-presentation bias, maybe they dont think its appropriate to decide on

a group) but if it was a white child it would be 50/50- across development

there is less and less in-group preference

TERM 69

IAT Demo

DEFINITION 69

IAT Demo: implicit association test, measures how closely

associated two measures are in your mind- people are faster at

associated young with good and bad with old- Explicit vs. Implicit

across development: explicit bias (what they report) shows some

variation and change while the implicit intergroup showed that

every single group shows preference for white (Dunham, Baron, &

Banaji)- shows that it is not socially acceptable to verbally say your

preference for a certain group of people (associating white and

good fastest)

TERM 70

Language &

Accent

DEFINITION 70

even young babies are sensitive to accents in people (Kinzler)-

Native Speaker vs. Foreign Speaker: found that after the person

has spoken in one of these languages, the baby looks longer and

person who speaks their own language- Toy choice: preferentially

chose to take a toy from someone who speaks their own language

at both 10 months and 2.5 years (different than race because here

they do care who is carrying the toy)- Friend Choice: found that

children choice the person who either speaks the same language

or has the same accent as them

Piaget's Stages of Moral Development -

Autonomous Stage

- 10 and older- rules can be changed in people agree (boxing

is okay if youre in a ring but not just on the street)-

intentions matter too- punishment should be appropriate to

the transgression-Belief in immanent justice diminishes as

they realize that bad things can happen to good people.

TERM 77

Immanent Justice (Karma)

DEFINITION 77

idea that if someone does something bad then thats why there is

a bad outcome (ex., why did Joey fall into the river? Because he

did something bad)- bad things happen because you are bad and

good things happen because youre good-(during the

heteronomous stage) a kind of magical thinking in which accidents

are seen as cases of divine retribution. Ex., a person steals an

apple and then while he is walking home a bridge collapses

beneath him -> children are more likely to think this wasnt an

accident and was because of him stealing

TERM 78

Derogating Victims

DEFINITION 78

- blaming the victim, we attribute blame to the victim

because it is more cognitively satisfying -> ex., gang rape of

an 11 year old girl in Texas and people say she was dressing

older than her age initial response is to ask what they did to

deserve it- relates to immanent justice, you must have done

something bad before hand to deserve this

TERM 79

Kohlberg

DEFINITION 79

associated with moral development (dont need to know the stages), examines what is ethical - stealing to save a life?- Moral development goes from less abstract to more abstract (like early on if theres a rule you need to follow you follow it and then develop more complex understandings about humanity)- believed that children construct morality by developing a system of beliefs about concepts like justice and individual rights.- three levels of moral reasoning: pre conventional, conventional and postconventional reasoning.- Used a method called moral dilemma - short descriptions of morally ambitious situations in which a character must make a difficult moral decision (focused on the childs reasoning about the situation rather than on the judgement itself) (younger children tend to focus on immediate consequences such as punishment, while older children and adults tend to focus more on principles governing the social interactions in a community - like the Golden Rule) TERM 80

John Haidt

DEFINITION 80

Moral dumbfounding: people dont know why certain moral

actions are wrong, they just feel wrong- opposite of the approach

of Kohlberg- the explanations that we have are totally irrelevant, it

what made us feel disgusted in the first place that matters - Moral

Foundations Theory: there are 5 types of morality, we all might

weight their importance differently- Harm, Fairness, Ingroup,

Authority, Purity (Liberals typically rate harm and fairness higher

than conservatives)

Evidence of Harm Domain in Infancy...

- infants shown two videos, one where an elephant helped

the duck who was struggling and one where the elephant

made it more difficult, measure looking time at each

elephant or measure which elephant the baby reaches for

TERM 82

More Evidence of Harm Domain? Moral/

Conventional:

DEFINITION 82

argues that kids divide moral into different domains,

conventional wrongs: is it okay for a girl to go do school in their

pajamas? convention is just by rules that we have created

whereas moral wrong: is it okay to hit her? (harm is seen as

always wrong)- Humans behave in surprisingly prosocial ways:

altruistic behaviors, helping others- Prosocial behaviors - do we see

these in kids?: helping others to accomplish their goals, sharing

with others, concerns about fairness

TERM 83

Infants as Robust Helpers

DEFINITION 83

- kids will help adults pick things up, or open up the

bookshelf for silly Felix"- Infants will even overcome

obstacles to help (Warneken), infants as young as 14 months

can pick out a situation where someone needs help

TERM 84

Generosity & Sharing - Dictator

Game

DEFINITION 84

answers the question, are people actually generous? bring

people into the lab, give them 10 dollars and tell them there is a

person in the other room and they say. there is a person in the

other room and you can share your money with them if you want.-

Expectation is that the individual will keep all of the money, found

that they will usually give about 3 dollars.

TERM 85

Dictator Game - Conditions

DEFINITION 85

has been done with little kids with stickers and found that in all age groups kids were more likely to give something more than nothing and the amount increases with age and socioeconomic status.- another study done where actor and recipient can see each other, actor can chose to either get four stickers and give fours stickers or get four stickers and give one - found they are more likely to give four stickers -> they are generous!- another condition where there was a barrier and can no longer see the recipient, found that when there is an occluder up they are much more likely to give one sticker (suggest that it is about more than just generosity)- A cynical take on human generosity: sometimes we might be generous because we care about what others think of us, maybe we want people to think we are being generous (reputation)

Domain

Specificity

a theoretical position in cognitive science that argues that many aspects of cognition are supported by specialized, presumably evolutionarily specified, learning devices.-is there a special system that allows humans to develop language specifically grammar and syntax -> evidence: aphasias ( a type of neurological deficit in which localized damage to the brain causes language impairments) (ex., Williams Syndrome: a genetic disorder that doesnt effect language abilities but has other cognitive deficits)- most research suggests that a domain-specific language acquisition system is present from the start- Comparing chimpanzee and human children and their ability to learn language also provides evidence, when raised in a human family, Gua the chimp outperformed Donald the baby in his cognitive abilities but Donald surpassed Gua in language, suggesting that domain-general cognitive abilities are not sufficient for learning language TERM 92