Effects of Age on Understanding False Belief

Effects of Age on Understanding False Belief Sarah Ogen Article Review Directions: Read the article and then respond to the questions below. Make sure that you provide explanations for your responses. Article: Eighteen-month-old infants show false belief understanding in an active helping paradigm All information was gathered from the following source: Buttulmann, D., Carpenter, M., Tomasello, M. (2009). Eighteen-month-old infants show false belief understanding in an active helping paradigm.  Cognition, (112), 337-342. What is the aim/purpose of the study? (2 points) Buttulmann, Carpenter, and Tomasello sought to figure out at what age, after one year, a child can successfully understand false belief; this needed to be confirmed by a measureable behavior exhibited by the child. There was a lot of debate about at what age this belief came about in children. By past researchers, it was believed this thought process was exhibited anywhere from 3-5 years of age, depending on the demands of the task. Clements and Perner (1994) found this thought process could be attained around age 2 using the lowest amount of added cognitive demand in the tasks. Other researchers found that false belief understanding could be understood by children 13-15 months of age using a violation-expectation paradigm. Both of these studies were thought to have holes in them where the child could have interpreted other things that led to the same results. Buttulmann et al. studied understanding of false belief using an active behavioral measure. They wanted to know if the one year olds tested would respond in a manner showing their understanding of false belief. If the children did, Buttulmann et al would have found the youngest age at which a child has an understanding of false belief. How did the investigators measure the topic of interest? (2 points) First Study Two studded caterpillar toys and two boxes were used in this study. One box was yellow and the other was pink. Each box had a handle and a hinge where the box could be locked. The child sat in front of both of the boxes, while a female researcher sat next to the child and a male researcher sat across from the child between the boxes. The male researcher left the room to get another toy, while the female researcher taught the child how the boxes locked with a pin. The male researcher returned with a toy and showed it to the child. The male researcher then put the toy caterpillar in the second box. In the false belief condition, the male researcher again left the room. The female researcher told the child the male researcher could not see or hear them, and asked the child to play a trick on the male researcher. The female researcher took the caterpillar and moved it to the other box while acting sneaky and giggling. Before the male researcher returned, the female researcher and child returned to their places. In the true belief condition, the male researcher remained in the room. The female researcher told the child to join her in moving the caterpillar from one box to the other, this time without acting sneaky. The male researcher got up at the end to close the door so he was in the same spot as the false belief condition. In both the false and true belief conditions, the male researcher resumed his place between the two boxes. He pulled on the handle of the box he originally put the caterpillar in, but did not open either box. The child was invited to help the male researcher. It was recorded which box the child opened. Second Study The procedure remained the same as the first study. Parental encouragement was used if the child did not help the male researcher find the caterpillar. Who were the children in the study, how old were they and how were they recruited? (1 point) First Study There were 24 children used in the study. They were 2.5 years of age. There were 12 girls and 12 boys. Half were put in the false belief group, and the others were put in the true belief group. These groups were randomly assigned. Seven other children were not included in the results due to complications, experimenter error, and fussiness (Buttulmann et al.) Second Study There were 100 children. Fifty were 18 months old and fifty were 16 months old. In each age group there were 24 girls and 26 boys. Other children were also tested but not included in the results due to parental or experimenter error, fussiness, or tried to take the caterpillar out of the box. Additional children were used in the study but only helped when their parents encouraged them to help the male researcher. This included ten 18 month olds and twenty two 16 month olds. These children’s results were analyzed separately. Another eighteen 18 month olds and twenty six 16 month olds did not aid the male researcher at all in finding the caterpillar and were their results were not used for analysis. What was the design of the study (e.g., correlational, experimental, cross-sectional, longitudinal)? (1 point) The design of the study was a cross sectional. It tested different children on the same task at different ages. What were the results and conclusions? (2 points) First Study All children successfully opened one of the boxes. In the true belief condition, 75% of the children opened the box the male researcher had tried to open initially. In the false belief condition, 83.3% of the children opened the other box where the caterpillar now was located. The children also communicated to the male researcher where the caterpillar now was located. When the male researcher tried to open the box initially in the false belief condition, 7 children told him that the caterpillar had been moved. In the true belief condition, one child tried to inform the male researcher that the caterpillar had been moved. The children in this study showed a false belief understanding. Second Study All 18 month old children successfully chose a box. In the true belief condition, 84% of children tried to open the box the male researcher had just tried to open. In the false belief box, 72% of children tried to open the other box where the caterpillar was actually enclosed. There were similar results with the children that needed assistance from their parents to help the male researcher. All 16 month old children successfully chose a box. In the true belief condition, 56% of children tried to open the box the male researcher had just tried to open. Results showed that this may be due to chance. In the false belief box, 80% of children tried to open the other box where the caterpillar was actually enclosed. There were similar results with the children that needed assistance from their parents to help the male researcher. These results showed that 18 and 16 month old children understand false beliefs of other people. Do you agree with the conclusions? Explain why or why not and indicate any problems in the design or methods that could affect the results and conclusions. (2 points) I agree with the conclusions. The behaviors exhibited by the children in both studies, and in each age group, show that the children understand false beliefs of others. For 16 month olds, these results could have been due to chance because they may not have understood the task fully. The behavior of the child could also be misinterpreted and therefore skew results. The child may also not understand the task at such a young age, and simply choose a box based on color, rather than where the toy is hidden. To fix this, the boxes may be the same color instead of different.

Is Banning Books Constitutional? Essay

The Catcher in the Rye. The Scarlet Letter. Huckleberry Finn. Harry Potter. The Diary of Anne Frank. Animal Farm. To Kill a Mockingbird. The Da Vinci Code. The Grapes of Wrath. These literary classics have been vital to the education of many, especially children and adolescents (Banned Books). These great novels both teach important values and educate children about world affairs and classic themes. Unfortunately, each of these novels has been banned at one point in time. In a country where freedom is so adamantly advocated, it is a wonder that an issue like censorship would even come up, that such a controversy would sink its claws into the minds of states’ boards of education across the nation. Censorship is a needless restriction placed on developing minds that need the morals and values that banned books can give. Many of these classic stories have been banned because of sexual references, racial slurs, religious intolerance, or supposed witchcraft promotion. Although some may consider these books controversial or inappropriate, many English classes have required their students to read these books (About banned). It should be believed that even controversial books could ultimately boost, not deter, our educational wealth. Book banning should be opposed for three main reasons: education should be open to everyone, citizens should have access to the press, and, lastly, parents should monitor what their own children read and not what other children can obtain. For these reasons, I conclude that the government should play no role in what books any age group can obtain. At first glance, the debate over banning books appears unimportant. Nevertheless, this debate has divided our nation into those who favor censoring books to protect their impressionable adolescents, and those who argue that education should be open for everybody without interference from the government in restricting the publishing and accessing of these books. The author, Micah Issitt, argues that censoring books violates the First Amendment, stating, â€Å"Citizens must be free to seek out any media, regardless of content, that they deem appropriate for entertainment, information, or education.† (Kelly) All citizens should have the choice to read whatever they want, but should not have the right to dictate what others may read. If a person considers a book inappropriate or offensive, then he or she does not have to read it, but to someone else, that same book may be exactly what he or she needs to move beyond ignorance and into the world of the informed and educated. By being exposed to new ideas and information through reading and various styles of expression, young adults have the opportunity to learn tolerance, acceptance and respect for others. He or she learns to form his or her own opinion and learns how to understand the world a little more. In a country such as the United States, it is the right of the people to respectfully share their views through the spoken or written. It is also the right of the people to listen and acknowledge such views. It is not only immoral to oppose certain books and prevent children and young adults from reading them, but it can be construed as unconstitutional. If anyone had the right to challenge â€Å"inappropriate† books, it would be the parents of the â€Å"susceptible† children being protected. Parents are the only adults responsible for what kinds of book their children digest. Only they can know what may be suitable and what their children can handle. â€Å"Even though not every book will be right for every reader, the ability to read, speak, think and express ourselves freely are core American values,† states Barbara Jones, director of the American Library Association Office for Intellectual Freedom. â€Å"Protecting one of our most fundamental rights- the free dom to read- means respecting each other’s differences and the right of all people to choose for themselves, what they and their families read.† So, how is it that boards of education are the ones making decisions on books? Which ones should be censored? What right do they have to do so? The boards are not the ones who should be held accountable for what books children and adolescents absorb; this is primarily the responsibility of parents. Many conservative groups make the argument that the books that have been banned have material that is inappropriate, immoral or contradicting the beliefs they have ingrained in their children and/or their society. Book-banning cases usually concern the protection of children and their innocence, but all that is happening is sheltering parents trying to avoid an awkward confrontation with their child about uncomfortable matters. It is not only selfish, but also harmful to the overall education of their children. The touchy subjects of banned books contain issues that are part of everyday life, and for a group to attempt to censor this subject from younger society is almost absurd; these issues are not monstrous and the censorship of them not only shows prejudice but lack of respect. Others would say that it is the government’s duty to regulate these books. It is the exact opposite of the government’s role- the private lives of U.S. citizens and the books they read should be regulated and controlled at his or her own digression. (Banned books) Topics that seem socially outlawed in public have been banned because their immoral content may have a negative affect on younger children. In these books, authors do not promote or encourage bad behaviors; they prepare their readers for some of the real world’s challenges. Even though these books center around scary topics, they are educating children on real-life matters that they will be exposed to once they venture into the world themselves. With the knowledge that some of these books have to offer, children can learn how not to act and what can be the consequences if they do misbehave. Banning books not only hinders a child’s educational development but also leaves them unaware of the true state of the world. This learning experience could be a turn-around with the help of a parent and pass a positive affect on to the child. Books do not simply impart general information; they heavily influence a child, the future generation. Without regular access to books, both adults and children could not form sound opinions, only narrow-minded ones. Both advocates and opposers of book banning agree, â€Å"Books are powerful instruments.† (Kelly) Any person should remain free to select his or her reading material. This personal issue of selecting reading material has no relation to the government. On the contrary, government and school board action interferes with the individual education, a primary American value. Ultimately, children can learn personal responsibility in determining which books to regard and which to discard. In the future, these children will become well-educated adults who can benefit the American society. â€Å"Banned Books and Censorship–A Closer Look at Book Banning.† BooksAtoZ. N.p., n.d. Web. 15 Jul 2012. . Kelly, Melissa. â€Å"Censorship and Book Banning in America.† About.com. New York Times, n.d. Web. 15 Jul 2012. . â€Å"About Banned & Challenged Books.† American Library Association. ALA, n.d. Web. 15 Jul 2012. . â€Å"Banned and Challenged Classics.† American Library Association. ALA, n.d. Web. 19 Jul 2012. .

Battle of North Point in the War of 1812

The Battle of North Point was fought as the British attacked Baltimore, MD on September 12, 1814, during the War of 1812. As 1813 came to an end, the British started to shift their attention from the Napoleonic Wars to the conflict with the United States. This commenced with a surge in naval strength which saw the Royal Navy widen and tighten their full commercial blockade of the American coast. This crippled American commerce and led to inflation and shortages of goods. The American position continued to decline with the fall of Napoleon in March 1814. Though initially cheered by some in the United States, the implications of the French defeat soon became clear as the British were now freed to enlarge their military presence in North America. Having failed to capture Canada or compel the British to seek peace during the wars first two years, these new events put the Americans on the defensive and changed the conflict into one of national survival. To the Chesapeake As fighting continued along the Canadian border, the Royal Navy, led by Vice Admiral Sir Alexander Cochrane, mounted attacks along the American coast and endeavored to tighten the blockade. Already eager to inflict destruction on the United States, Cochrane was further encouraged in July 1814 after getting a letter from Lieutenant General Sir George Prevost. This asked him to help avenge the American burnings of several Canadian towns. To oversee these attacks, Cochrane turned to Rear Admiral George Cockburn who had spent much of 1813 raiding up and down the Chesapeake Bay. To support this mission, a brigade of Napoleonic veterans, commanded by Major General Robert Ross, was ordered to the region. On to Washington On August 15, Ross transports entered the Chesapeake and pushed up the bay to join with Cochrane and Cockburn. Assessing their options, the three men decided to attempt a strike on Washington DC. This combined force soon cornered Commodore Joshua Barneys gunboat flotilla in the Patuxent River. Moving up the river, they eliminated Barneys force and landed Rosss 3,400 men and 700 marines on August 19. In Washington, President James Madisons administration struggled to meet the threat. Unwilling to believe that the capital would be a target, little had been done in terms of preparing defenses. Overseeing the defense of Washington was Brigadier General William Winder, a political appointee from Baltimore who had been captured at the Battle of Stoney Creek in June 1813. As the bulk of the US Armys regulars were occupied in the north, Winder s force was largely comprised of militia. Meeting no resistance, Ross and Cockburn marched quickly from Benedict to Upper Marlborough. There the two elected to approach Washington from the northeast and cross the East Branch of the Potomac at Bladensburg. Following the defeat of American forces at the Battle of Bladensburg on August 24, they entered Washington and burned several government buildings. This done, British forces under Cochrane and Ross turned their attention north towards Baltimore. The British Plan A vital port city, Baltimore was believed by the British to be the base of many of the American privateers that were preying on their shipping. To take Baltimore, Ross and Cochrane planned a two-prong attack with the former landing at North Point and advancing overland, while the latter attacked Fort McHenry and the harbor defenses by water. Arriving in the Patapsco River, Ross landed 4,500 men at the tip of North Point on the morning of September 12, 1814. Anticipating Ross actions and needing more time to complete the citys defenses, the American commander at Baltimore, American Revolution veteran Major General Samuel Smith, dispatched 3,200 men and six cannon under Brigadier General John Stricker to delay the British advance. Marching to North Point, Stricker arrayed his men across Long Log Lane at a point where the peninsula narrowed. Marching north, Ross rode ahead with his advance guard. Armies Commanders: United States Major General Samuel SmithBrigadier General John Stricker3,200 men Britain Major General Robert RossColonel Arthur Brooke4,500 men The Americans Make a Stand Shortly after being warned about being too far forward by Rear Admiral George Cockburn, Ross party encountered a group of American skirmishers. Opening fire, the Americans critically wounded Ross in arm and chest before retreating. Placed on a cart to carry him back to the fleet, Ross died a short time later. With Ross dead, command devolved to Colonel Arthur Brooke. Pressing forward, Brookes men soon encountered Strickers line. Nearing, both sides exchanged musket and cannon fire for over an hour, with the British attempting flank the Americans. Around 4:00 PM, with the British getting better of the fight, Stricker ordered a deliberate retreat north and reformed his line near Bread and Cheese Creek. From this position Stricker waited for the next British assault, which never came. Having suffered over 300 casualties, Brooke elected not to pursue the Americans and ordered his men to camp on the battlefield. With his mission of delaying the British accomplished, Stricker and men retired to Baltimores defenses. The following day, Brooke conducted two demonstrations along the citys fortifications, but found them too strong to attack and halted his advance. Aftermath Impact In the fighting, the Americans lost 163 killed and wounded and 200 captured. British casualties numbered 46 killed and 273 wounded. While a tactical loss, the Battle of North Point proved to be a strategic victory for the Americans. The battle allowed Smith to complete his preparations for defending the city, which halted Brookes advance. Unable to penetrate the earthworks, Brooke was forced to await the outcome of Cochranes naval attack on Fort McHenry. Beginning at dusk on September 13, Cochranes bombardment of the fort failed, and Brooke was forced to withdraw his men back to the fleet.

New Oriental Education And Technology Group - 1877 Words

When considering the commodification of education, it is important to recognize that education has been progressively commoditized. Commodification is the transformation of goods and services, as well as ideas or other entities that normally may not be considered goods into a commodity. Today, education has to become a commodity for the benefit the unwashed masses. In developed countries, education often embedded in new technology is a key ingredient of commodification. Based on New Media an Introduction, Flew and Smith (2011) the knowledge economy is the buying and selling (of) knowledge(p.189). The knowledge economy presents a picture where education has been commoditized all over the world. Education cannot simply be sold, so for the commodification of education to succeed, it is important to invest in many educational ways. For example, these days scientists invent distance education and online learning. 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