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I was not aware there was a last session with Jason today. It's a shame I missed it. Any chance it was recorded?

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What is the test made up of?

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Hi, will the test Q&A session be recorded, it has been put at the same time as the PSYC321 test Q&A session, I can imagine most people will need to go to both.

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Hi, Will there be more test questions coming from Alia's lecture content?

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Hey, I was just wondering if we were going to get our poster grades back before the course ends? (Just cos it occurred to me that for some papers last semester there was a whole psyc dept process that meant we couldn't get our last assignments back til later).

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High amplitude sucking method experiment  

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High amplitude sucking method experiment  

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Hi, I am struggling to understand the process of eliciting sounds in this experiment. Here is my understanding: Infants are sucking on a pacifier. Minute 1 they hear a human speech sound. Minute 2 they hear a distorted speech/ alien sound. What is the process of going between these sounds so infants can control it themselves? Is it that if they sucked at a higher rate for the speech sound in minute 1, they hear alien sounds in minute 2 but then go back to speech sounds and stay on that sound due to their high rate? or are they constantly hearing the two sounds regardless of their sucking rate?
Hope that makes sense! I am just confused on the process between controlling the sound for the infant and then them having the control.

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I am just reviewing your first lecture and wondered how you can tell whether a 3-month old baby has formed a category in the dinosaur study? Is this when the baby looks longer at the new dinosaur (because they notice the new one is still part of that category) or is it when they look longer at the fish (because they have formed the category and are bored of that so now are more interested in the brand new stimuli)?
Hope that makes sense!
Thanks.

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Hi, Would the test include describing/explaining the methods of the different studies?

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Hii, are Mele's lecture slides going up before the lecture today? Thanks!

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Can we email the course email address to request test 2 feedback/to meet with one of the TAs to discuss it, or do we email the TAs directly?
And can we appeal to have our grade reconsidered if we are less than a full mark away from the next grade up?

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Kia ora,
Are there any readings we should/could be doing alongside your lectures?
Ngā mihi .

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Are we expected to use any citations in the method? Obviously its pretty hard to write that in your own words / without just changing K&C's words around and paraphrasing and still have it correct? - or maybe its not and I just don't know how to do that!

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I am confused on what data from the experiment we should use in a graph for the results section. I wondered if you could please give any guidance? Thanks!

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in the intro are we pretty much referencing everything including hypothesis seeing as it is K&C ideas

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in the intro are we pretty much referencing everything including hypothesis seeing as it is K&C ideas

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I am trying to figure out how to put my references into Number referencing style. I have placed the reference in the box at the bottom but i don't know how to link it in the text with the "(1)" numbered part. Is there a setting or something in PowerPoint that i am missing?

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Do we need to include all covariates in method section i.e. PANAS, Transportation scale, demographics?

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Hi when referencing the method section if we are doing step by step procedure do we reference every step e.g., 1. used FB task (1) then 2. measured affective ToM (1).

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Do we still need to include the PANAS test for the method section?

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Do we still need to include the PANAS test for the method section?

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I know this question has been asked but a clear answer has not be given. Can we go over the word count without any penalty? I have been stuck on 380 and just can't seem to cull anymore words?

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Do we NEED to have 5 references it total? Or is 4 fine, if we have referenced both limitations and practical matters?

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Hi, when we describe the false belief task, do we need to explain the specific task the authors used (ie discuss Vicky and switching of boxes/violen), or is a general statement on the purpose of the task be acceptable? Would a visual diagram be appropriate in this case as it could get wordy trying to explain it?
Thank you.

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do words in our figures/tables add to the word count?

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Literary fiction group (read the paper including supplementary to find out what literary fictions used), does that mean we need to include the title of the books and authors?

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Literary fiction group (read the paper including supplementary to find out what literary fictions used), does that mean we need to include the title of the books and authors?

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I think its said somewhere but do we NEED to have 5 references? Also does the supplementary K&C literature not need to be referenced? And we don't need to reference 1 (K&C)?

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How many images are we allowed to use?

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To save on word count can we just say RMET instead of The Reading the Mind in the Eyes Test

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Also, would it be necessary to include the participants mean age and gender distributions or just say there were 86?

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Also, would it be necessary to include the participants mean age and gender distributions or just say there were 86?

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Hi, wondering when we can expect test 2 grades :)

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Is the title included in the word count?

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Are we allowed to use multiple text boxes within the main box area or are we only supposed to using the text box already there?

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Hi, I'm really struggling with the word count, are we able to go over it at all even a tiny bit or are we able to do bullet points to make our writing more succinct?

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Hi, I'm really struggling with the word count, are we able to go over it at all even a tiny bit or are we able to do bullet points to make our writing more succinct?

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Hi,
I am slightly confused about how to approach practical matters. are we saying how it can be applied in a real world setting?

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Are we supposed to show further reading for the intro section or is it just summarising the Kidd & Castano paper?

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In the marking rubric for the method section it says " The Method should make it clear to marker as to how to follow (replicate) Kidd and Castano’s study without having to read their paper. ", but I am struggling to thoroughly explain each task and their respective conditions as well as the participants etc whilst adhering to the word count and keep it very brief.
Just how in depth do we need to explain the ToM tasks?
Thanks

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Do the title and headings count towards our word limit?
And do in-text citations?

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Is there a 10% lee-way for the word count?
What is the penalty for going over the word count in the poster?

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Hi,
Do we need to explicitly refer to our external sources and how they relate to what we are saying or can we just put a citation where necessary?

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I am trying to write the results of the study and I am unsure of how else to explain the findings of the cognitive TOM task other than saying that there was no main effect of scenario. is this okay to say? I feel that rewriting this is not going to explicitly say what the results have shown

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Can we save words by putting results into a graph image?

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Can we save words by putting results into a graph image?

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In our intro when we want to say what current research is saying about ToM/child development,
1) do we have to use papers that were published before October 2013 to make chronological sense if we are talking about the Kidd&Castano paper as if it is new research?
2) Or do can we use newer papers from 2019 etc and just call it current research as if Kidd & Castano was newly published?
I want to use the most recent research to keep the poster as relevant as possible but I don't want to contradict myself by first saying what we 'still want to discover' and then talking about this paper form 2013
3) do we talk in present or past tense when we describe the Kidd & Castano paper?
Let me know if that doesn't quite make sense, Thanks!

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So we are basically summarizing the first experiment from Kidd & Castano in the poster, while simultaneously enhancing it with our own sources/research as well as our own limitations and practical matter discussion points? I just want to check I have the right idea and understanding of what this poster is doing, if the experiment has already been done and reported upon by Kidd & Castano in the first place :)

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How in depth should our method be so it can be replicated? e.g., should we mention the software they used to recruit their participants? should we mention that the fiction involved at least 2 characters etc..
Thanks

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When discussing the many properties of literary fiction that make it useful does this mean we should talk about things like how it poses fewer risks than real world etc.

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Hi when we have to explain ToM should we explain both cognitive vs affective or is that not necessary? Thanks!

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Limitations to the research and word count strategy 

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Limitations to the research and word count strategy 

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Kia Ora,

1)For the limitations, do we need to explain WHY this is a limitation? or just state a limitation and then a solution?
2) I am running out of words and wondered if you had any tips on how to concise the info?

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The marking schedule says we need to show evidence of reading beyond the paper's own references. I was wondering if we could still have one limitation that references one of the paper's references as long as the second one demonstrates further reading.

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Kia ora, Is it useful to explain each task (e.g what a false belief task is) in method or is it okay to simply list them? I'd say for word count sake this would be quite difficult to do properly

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I just want to check - for the limitations are we just talking about experiment 1, or are we talking about all the experiments?
I know that the earlier sections are focused on the first experiment, so just want to make sure.

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Just a quick question in terms of referencing, do we have to use formal APA 7 in text citations or can we just number them and have the full reference at the bottom of the slide?

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I have some questions about our lads in week 7.

1. There're three labs that week. Does it mean we will not have lectures in week 7?

2. Could I please ask what the content will be and who will host them?

Cheers!

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Is the Q&A from today uploaded? Want to watch it tonight before the test tomorrow, but can't seem to find it...

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Hi Jason :)
Could you please explain the second step of the like me theory (other people are appearing like the way I feel myself to be). I'm unclear on what it means
Thanks!

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Kia Ora Jason,
in your slides, when you state what we want to find out in the lecture you're about to teach by writing questions in bullet points, would they also be good pointers as to what we will be asked in Test questions, along with the Smarty Pants scenario questions? i.e "are there overlapping age-related patterns on other tasks that similarly measure false-belief or related reasoning?" - Lecture 4.2
Nga Mihi

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Hi jason :)
I am confused how looking longer at the helper during the test phase in the helper hinderer study demonstrates understanding of the helper/hinderer dynamic. From my understanding I would expect the child to look longer when the circle approached the hinderer - since this would be more surprising given the dynamic. Thank you for your help!

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At the end of the lecture you mentioned that people have tried to control for the association and "last saw rule" for Onishi and Baillargeon (2005) experiment. My question is has anyone tried to show that children do NOT have a mental representation as opposed to that they do have a mental representation of false beliefs? For example: show the experimenter play with the toy and then put it down, then habituate the infants to the toy moving in and out of the green box, finally going in. The experimenter returns and then reaches into either the yellow or green box. If infants don't have a mental representations of false belief, but rather make inferences based on actuality like in the classic false belief task, then they should expect the experimenter to reach in the green box, thus longer looking for reaching in the yellow box. If infants do have representations of false beliefs there should be no difference in looking time, because the experimenter is guessing.

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Am a bit lost in the example about the box of masks vs box of crayons. I am unclear about who is the one guessing and who is asking who in the given scenario and the rationale bet reality vs  thoughts about thoughts

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Hi Jason, Not a biggie kind of question but just wanted to confirm whether pretend play happens at 12-18 mons (based on your lecture video) or 18-26 months (based on lecture slide).

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Hi Jason, Not a biggie kind of question but just wanted to confirm whether pretend play happens at 12-18 mons (based on your lecture video) or 18-26 months (based on lecture slide).

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Kia ora,
Would it be possible to provide some general feedback on the quality of short answers in Test #1, please? Any tips for nailing an answer would be appreciated.
Nga mihi,
Libby

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hi there will we receive our test marks back before the second test?

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In this study with the new goal trial, researchers changed the goal AND the side that the ball appeared on. This means they did not isolate just the new goal because they also changed the side of the ball. From this, how can we tell infants aren't attending to the spatiotemporal aspects as well as the goal in the new goal trial?

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Hi Jason,

I'm just wondering whether each study you have been referencing so far uses a within subject design meaning the same infant is doing each condition rather than comparing infants across conditions?

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While the supplementary information for the Kidd & Castano paper references the classical cognitive ToM method, the summary they give of the test is different (they state that either the violin was moved or the box were switched rather than the boxes being switched in both conditions.) Since they referenced the method you described in the lab, would that mean that they followed that method exactly and just worded their summary weirdly or that they changed the method slightly.

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The announcement says that :The test is made up of 25 multiple-choice questions and 4 short answer questions. So does that mean a total of 29 questions?

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The announcement says that :The test is made up of 25 multiple-choice questions and 4 short answer questions. So does that mean a total of 29 questions?

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Question about Simon, Hespos Rochat, 1995

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Question about Simon, Hespos Rochat, 1995

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The infants didn't "care" about the impossible identity trials, but doesn't this imply that infants can't discriminate between the two puppets? Or otherwise *why* don't they care about the impossibility of the identity event?

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Am a bit confused about the toy truck and toy kitten study (slide 7 from yesterday's lecture) with regards to the expected and unexpected outcome. Was it numeracy ( 1 vs 2 objects) or property- kind distinctions (truck vs kitten) that made it surprising for the infant or both? 

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Am a bit confused about the toy truck and toy kitten study (slide 7 from yesterday's lecture) with regards to the expected and unexpected outcome. Was it numeracy ( 1 vs 2 objects) or property- kind distinctions (truck vs kitten) that made it surprising for the infant or both? 

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Would it be possible to go over the short and tall rabbit example in the Q & A today or here on the chat board? Also, the example  cited in the book is a bit different from the example discussed in the lecture. Am not totally getting the explanation given that the tall rabbit's head did not appear when it should have.  

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Would it be possible to go over the short and tall rabbit example in the Q & A today or here on the chat board? Also, the example  cited in the book is a bit different from the example discussed in the lecture. Am not totally getting the explanation given that the tall rabbit's head did not appear when it should have.  

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Hi is the terminology  "teleological" mentioned in Ch 2? I don't think it was and how does  intentional stance compare to it? 

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Hi is the terminology  "teleological" mentioned in Ch 2? I don't think it was and how does  intentional stance compare to it? 

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Hi, Is there going to be a practice test up this week? Will the lab readings be included in the test?

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Hi, Is there going to be a practice test up this week? Will the lab readings be included in the test?

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hi i was wondering what the reasoning behind not livestreaming lectures is? there are often days where i am unable to come to campus and having the option to watch the lecture during the scheduled time is a big advantage for staying on track and on top of my workload.

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Hi! what are the readings for this week? thanks

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Cuevas, Rovee-Collier, Learmoth (2006)  

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Cuevas, Rovee-Collier, Learmoth (2006)  

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I'm struggling with this more complex test - I don't quite understand what happens from block 4 in the slide onwards. Can you please explain it again? Sorry!

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I was really confused by one of the practice test questions from todays module 1.3 lecture

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I was really confused by one of the practice test questions from todays module 1.3 lecture

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The example discussed showing the participant infants two same-size carrots before the habituation phase. What does this step have to do with the test phase, and how does it impact it? Also - How are we supposed to infer a prediction based on this change in the procedure?

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A question I found myself asking over module 1.2 is why is this important to know? How should this change how we study/raise infants?

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A question I found myself asking over module 1.2 is why is this important to know? How should this change how we study/raise infants?

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Hi there! Are the live-labs recorded an uploaded onto BB?

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For course admin, assignment queries, and test, or lab queries, email the TAs (Michaela Dresel and Chitra Tiwari). The TAs email addresses can be found in the Contact Details page on Blackboard or the Course Outline. If you have questions about specific lecture content, you can email the relevant lecturer or post the question under the specific column with the lecturer's name.