Welcome to your Chapter 11 - Self Study Quiz
1. What do Munakata and her collaborators dispute about the computational interpretation of dishabituation experiments on infants’ knowledge of objects?
2. Munakata et al. argue that infants’ knowledge of objects is represented ________.
3. What distinguished recurrent networks from feedforward and competitive networks?
4. What lesson do we learn from connectionist models of past tense learning and of the balance beam problem?
5. What is Fodor and Pylyshyn’s main criticism of connectionist models?
6. What system are Spelke’s principles of cohesion, contact, solidity, and continuity hypothesized to be at the core of?
7. McClelland and Jenkins successfully simulated the stages developing children go through in calculating weights and balances.
8. Past tense learning, object permanence, and the balance beam problem have all been successfully replicated with neural network models.
9. Infants do not perceive the boundary between two objects that are stationary and adjacent, even when the objects differ in color, shape, and texture. This fact provides evidence for which of the following?
10. The drawbridge experiment is a good example of reasoning according to which of the following?
11. Infant folk physics is the same as adult folk physics.
12. According to the connectionist model of infants’ knowledge of objects, infants’ expectations about how objects will behave are driven by patterns of neural activation. Which of the following can affect the strength of these patterns?
13. Featural constancy is often more important for infants than spatiotemporal continuity.
