the difference between a sensitive and a critical period is:

outside of a critical period, it may be impossible to develop the trait

Outside of a sensitive period, it is only harder to develop the trait, not impossible 

the four piaget stages of development are 

1. sensorimotor 

2. preoperational 

3. concrete operational

4. formal operational 

three things that suggest critical windows for language acquisition

1. the timing of onset of langauge functions is extremely regular across cultures and languages 

2. developmental delays 

3. brain damage 

the four piaget stages are 

1. sensorimotor 

2. preoperational 

3. concrete operations

4. formal operations 

during our sensorimotor stage we learn these four things 

1. objects are solid. two can't occupy the same space

2. they are permanent, they don't just disappear 

3. we learn how to manipulate objects

4. we learn how to build mental representations of objects 

the six stages of object permanence are

1. reflexes

2. visually following objects, development of intentionality 

3. reaching for visual objects 

4. they can retreive an occluded (hidden) object.They fail the A-not-B error test 

5. multiple visual displacements

6. invisible displacements  

for babies, the sense that they use most for walking goes 

haptic → visual → haptic. What is the change to this pattern we looked at?

how is our tendency to stereotype entire groups changed when we are told that the instances we see aren't typical?

"when did more kidnappings occur: 30 years ago or last year?" 

This question looks at ____

the question of "did more kidnappings occurs 30 years ago or last year?"

This shows the power of the "availbility bias" where people can think of more examples in the last year than 30 years ago, so they think more happened recently 

all plants are trees → all trees are plants 

this is an example of what kind of error?

all plants are trees → all trees are plants 

is an example of conversion error 

describe the four combintions of Affirming vs denying and antecendent vs consequent for the following statment:

If it's raining, its cloudy

1. Affirming the antecedent: it's raining → cloudy. 

2. Denying the antecent: it's not raining → it's not cloudy

3. Affirming the consequent: it's cloudy → it's raining

4. Denying the consequenct: it's not raining → it's not cloudy

are people better at affirming the antecedent or denying the consequent?

how can you design a test to get them to improve?

people are better are affirming the antecedent and worse at denying the consequent.

Tests with real world examples instead of abstract reasoning helps people improve at denying the consequent 

Two people are calling from the same charity 

Person A asks: can you make a 5$ donation?

Person B asks: can you make a 100$ donation?

Person A gets avg donation of 20$

Person B gets avg donation of 60$

What bias does this illustrate?

when a question is framed as a question of losses, then people are more willing to accept risk

When a question is framed as a question of gains, then people tend to be more risk-adverse

we are interested in where our congitive abilites come from to see how "innate" they are. convergent evolution is related to the origin of natural abilites/qualities. cuttlefish REM is an example of a congitive process that developed seperatly from our own. 

(convergent evolution is like bats and birds having wings) 

chimps are better at the sally ann task. When a beta male sees that a alpha male has been deceived (food has been moved without the alpha male's knowledge) he knows he doesn't have to risk confrontation witht he alpha male and goes after the food. 

However, 5 year olds don't understand that when Sally ann's mable is moved while she isn't there, sally ann won't know where it is 

the five Gelman and Gallistel counting principles are:

1. 1-to-1: each number corresponding to one object

2. stable order: same sequence of numbers every time

3. cardinality: the last number counted is the total number

4. abstraction: you can use the numbers to count non-physical things

5. order irrelevance: no matter what order you count the objects, you always get the same number 

6 month old infants can tell the difference between groups of objects with a ratio of 1:2.

what this is saying is that you have to double or halve the number of objects in a group for 6 month olds to tell that something is different 

the best nine month olds can do is identify a ratio of 2:3. 

so they can tell the difference between 10 and 15 objects, or 6 and 9. 8 and 11 they would have trouble with 

Lisa Fiegenson did the experiment with the cookies in the bucket and letting infants choose. 

how did infants do with choosing between 1 and 2 cookies?

how about 2 or 3?

how about 1 or 4?

Cookie in the bucket experiment

Infants choose 2 cookies over 1 cookie √

Infants choose 3 cookies over 2 cookies √

Infants can't choose between 1 cookie and 4 cookies ×

from ages 2 to 5, the development of counting is 1-knowers → 2-knowers → 3-knowers → (sometimes 4-knowers) → counting principle 

three possible reasons it takes longer for Tsimane children to learn number words:

1. they hear fewer number words from their parents, as the parents predominatly speak a langauge without true counting words

2. the fact that they are taught two langauges means they just learn words slower overall

3. the Tsimane langauge, which doesn't have true counting words, is a langauge whose syntax and logic doesn't lend itself well to the idea of counting, so counting is more a foerign ides to Tsimane children. 

The resercher's favorite is the first, simply that children hear fewer counting words so it takes longer for the children to learn them 

the four mechanisms behind how drugs alter mental states:

1. activation of brain areas

2. inhibition of brain areas 

3. connectivity both local and non-local

4. overall blood flow/metabolism 

difference between hallucinations and pseduohallucinations:

hallucinations: you see things in the real world. You can confuse the wolf hallucination you see trying to eat you with something that presents real harm, or you might try and shake the hands of one of your hallucinations 

pseudohallucination: simply an altered internal state. Tastes taste different, music sounds different, etc. Vivid sensory perception, but within head

two basic kinds of hallucinations from drugs

the two basic kinds of hallucinations from drugs:

1. pattern visuals like whirlpools, spirals

2. synesthesia 

3 main ways drug-induced synethesia differs from true synesthesia 

1. drug-induced synesthesia doesn't have a one-to-one correlation between modes. the same color doesn't always taste the same, for example

2. drug-induced synthesia continues when eyes are closed.

3. in drug-induced synethesia, affectivity plays a central role 

the two ways psychodelics and a hypnogogic state are simiar:

1. fewer inhibitions

2. more neural cross-talk and more connectivity 

activity of the fusiform face areain the chronic LSD user:

when seeing faces: increased activity in the FFA 

When seeing hallucinations: decreased activity in the FFA 

list Piaget's four stages and when they occur

Piaget's four stages:

1. 0-2 years sensorimotor 

2. 2-7 years preoperational 

3. 7-13 years concrete operations 

4. Abstract operations 

the 3 representativeness hueristic fallacies: these are when hueristic cause people to make logical errors. 

1. availibiltiy bias: people are more likley to base thier ideas of of the examples availbile to thier memory. examples: is some event more common now or 30 years ago? do more words start with t or have t as the third letter?

2. base rate neglect

3. conformation bias