The Resource Now you see it, now you don't : preschoolers' sensitivity to spatiotemporal continuity, by Ali Anderson

Now you see it, now you don't : preschoolers' sensitivity to spatiotemporal continuity, by Ali Anderson

Label
Now you see it, now you don't : preschoolers' sensitivity to spatiotemporal continuity
Title
Now you see it, now you don't
Title remainder
preschoolers' sensitivity to spatiotemporal continuity
Statement of responsibility
by Ali Anderson
Creator
Contributor
Author
Thesis advisor
Subject
Genre
Language
eng
Summary
Previous research suggests that infants understand spatiotemporal continuity and are able to reason about continuity violations (Baillargeon, Spelke, & Wasserman, 1985; Wynn, 1992). Continuity can be violated in two ways--an object suddenly appearing or an object suddenly disappearing. Recent work with infants (Wynn & Chiang, 1998) suggests that the two types of violations are not equivalent, with infants finding discontinuous disappearances more surprising. We extend this research to preschool children by asking (1) if preschoolers are able to detect violations of continuity and, (2) if the same asymmetry found with infants will be found with young children. In Experiment 1, we used a novel paradigm in which children witnessed seemingly "magical" appearances and disappearances of objects in box and were asked to report, 'yes' or 'no', whether a magic trick had occurred on each trial. Like young infants, preschoolers successfully detected continuity violations in this task. However, unlike infants, they detected discontinuous appearances and disappearances equally well, suggesting that for preschoolers, both types of continuity violations are equally salient. Because children could have been tracking the number of objects and/or the continuous extent of the hidden set (e.g., total volume of the objects) in order to detect the violations, in Experiment 2, we pitted number against continuous extent. Under these circumstances, children successfully detected continuity violations and again were much more likely to detect "magical" number changes than "magical" volume changes. This result is contrary to previous infant research in which infants often track continuous extent better than number (Feigenson, Carey, & Spelke, 2002). There was no difference in the rates of detecting disappearances and appearances. Experiment 3 was designed to see if preschoolers could be induced to detect "magical" volume changes by providing them with familiarization events in which the correct labels ('yes' that's magical or 'no' that not) were provided. Despite this, preschoolers were no better than chance at detecting "magical" volume changes, but again detected "magical" number changes reliably better than chance. In sum, the present work suggests that, like infants, preschoolers are sensitive to violations of continuity. But unlike infants, appearances and disappearances are equally salient to young children. And finally, children's ability to detect violations of continuity appears to be accomplished by their tracking number of objects, rather than the continuous extent of the hidden set
Cataloging source
MUU
http://library.link/vocab/creatorName
Anderson, Ali
Degree
M.A.
Dissertation note
Thesis
Dissertation year
2010.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri--Columbia
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
vanMarle, Kristy
Label
Now you see it, now you don't : preschoolers' sensitivity to spatiotemporal continuity, by Ali Anderson
Instantiates
Publication
Note
  • "July 2010."
  • "A Thesis presented to the Faculty of the Graduate School at the University of Missouri--Columbia In Partial Fulfillment of the Requirements for the Degree Master of Arts."
  • Thesis supervisor: Dr. Kristy vanMarle
Bibliography note
Includes bibliographical references (pages 31-33)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
txt
Content type MARC source
rdacontent.
Control code
900616289
Extent
1 online resource (vii, 36 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
c
Other physical details
illustrations.
Specific material designation
remote
System control number
(OCoLC)900616289
Label
Now you see it, now you don't : preschoolers' sensitivity to spatiotemporal continuity, by Ali Anderson
Publication
Note
  • "July 2010."
  • "A Thesis presented to the Faculty of the Graduate School at the University of Missouri--Columbia In Partial Fulfillment of the Requirements for the Degree Master of Arts."
  • Thesis supervisor: Dr. Kristy vanMarle
Bibliography note
Includes bibliographical references (pages 31-33)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
txt
Content type MARC source
rdacontent.
Control code
900616289
Extent
1 online resource (vii, 36 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
c
Other physical details
illustrations.
Specific material designation
remote
System control number
(OCoLC)900616289

Library Locations

  • St. Louis Mercantile LibraryBorrow it
    1 University Blvd, St. Louis, MO, 63121, US
    38.710138 -90.311107
  • Thomas Jefferson LibraryBorrow it
    1 University Blvd, St. Louis, MO, 63121, US
    38.710138 -90.311107
  • University ArchivesBorrow it
    703 Lewis Hall, Columbia, MO, 65211, US
  • University of Missouri-St. Louis Libraries DepositoryBorrow it
    2908 Lemone Blvd, Columbia, MO, 65201, US
    38.919360 -92.291620
  • University of Missouri-St. Louis Libraries DepositoryBorrow it
    2908 Lemone Blvd, Columbia, MO, 65201, US
    38.919360 -92.291620
  • Ward E Barnes Education LibraryBorrow it
    8001 Natural Bridge Rd, St. Louis, MO, 63121, US
    38.707079 -90.311355
Processing Feedback ...