03 APR 2015 by ideonexus
The Give-N Task for Assessing Child Number Knowledge
Children learn very early (often as young as 2 years old) to
recite the number-word list in order (Fuson, 1988). But at
the beginning, the words are merely placeholders—children
recite the list without knowing what the individual number
words mean. Over time, children fill in the words with
meaning, one at a time and in order (Carey, 2009; Sarnecka
& Lee, 2009). The child’s progress on this front is called
their number-knower level, or just knower level. A child
who does not yet know ...Folksonomies: education mathematics
Folksonomies: education mathematics
1 
notes
notesThere is also an excel spreadsheet referenced inth
30 DEC 2013 by ideonexus
The Tapping Game
The tapping game is when I tap one time, you tap two times, and when I tap two times, you tap one time. Children play this game sixteen times, mixing up the times that children are asked to tap once when the experimenter taps twice, and tap twice when the experimenter taps once. In other words, the rules of the game keep changing, and the children need to apply their focus and attention to follow what’s going on. Blair says: What happens with four-year-olds is, in general, they’ll hang in...
1 A game for children to learn focus.
24 APR 2012 by ideonexus
Repeatability and Probability
When an observation is made on any atomic system that has been prepared in a given way and is thus in a given state, the result will not in general be determinate, i.e. if the experiment is repeated several times under identical conditions several different results may be obtained. If the experiment is repeated a large number of times it will be found that each particular result will be obtained a definite fraction of the total number of times, so that one can say there is a definite probabil...Folksonomies: experimentation
Folksonomies: experimentation
1 notes
notesIf an experiment does not produce the same result each time, then the experimenter should focus on the probability of each result occurring.
30 JAN 2012 by ideonexus
Scientists Do Not Seek Truth
Investigators are commonly said to be engaged in a search for the truth. I think they themselves would usually state their aims less pretentiously. What the experimenter is really trying to do is to learn whether facts can be established which will be recognized as facts by others and which will support some theory that in imagination he has projected. But he must be ingenuously honest. He must face facts as they arise in the course of experimental procedure, whether they are favourable to hi... 1 notes
notesThey seek facts that can be verified as facts by other researchers.
13 JAN 2012 by ideonexus
Everyone Believes and Experiment Except the Experimentor
No one believes an hypothesis except its originator but everyone believes an experiment except the experimenter. Most people are ready to believe something based on experiment but the experimenter knows the many little things that could have gone wrong in the experiment. For this reason the discoverer of a new fact seldom feels quite so confident of it as others do. On the other hand other people are usually critical of an hypothesis, whereas the originator identifies himself with it and is l... 1 notes
notesBecause the experimentor knows all the ways the experiment could have gone wrong. Conversely, no one believes and hypothesis except its originator.
08 JUL 2011 by ideonexus
Nature VS Nurture in Child Development
When a three-month-old, a one-year-old, and a four-year-old look at the same event, they seem to have very different thoughts about it. They seem to transform the light waves and sound waves into different representations, and they use different rules to manipulate those representations. Children don't have just a single, fixed program that gets from input to output. Instead, they seem to switch spontaneously from using one program to using another, more powerful program. That makes babies an... 1 notes
notesAre babies programmed to go through their cognitive developments or are they the natural result of their reaching a certain critical mass of understanding?
07 JUL 2011 by ideonexus
Babies Don't Remember How They Learned Things
Alison has done other experiments that point in a similar direction. For example, three-year-olds seem to be unable to remember how they learned about something, even when the events took place only a few moments before. In one study the experimenter hid a cup under a cloth "tunnel," a wire arch covered with cloth, with an opening at either end. Children found out what was underneath the tunnel in one of three ways: they picked up the tunnel and saw the cup, they put their hands in the tunnel... 1 notes
notesAround the age of three, children are unable to explain how they learned things, calling into question their testimony in legal cases since their memories can be implanted without knowing their origin.
07 JUL 2011 by ideonexus
When Babies Learn About Perspective
Alison and Andy designed an experiment to test this idea further. First they set up an imitation game: you give the toy to me and I'll give it to you; you put the sticker on my hand and I'll put it on your hand. Children are very good at this and love doing it. Then Alison and Andy put a screen on the table between the experimenter and the child. The experimenter hid a toy from the child by placing it on her side of the screen. Then she gave the toy to the child and asked him to hide it from ... 1 notes
notesBefore the age of three, babies learn that the perspective of other people differs from their own.
03 JAN 2011 by ideonexus
We Take Things for Truth When They Need to Be More Thorou...
You see the problem fo obtaining facts from experience--it sounds very, very simple. You just try it and see. But man is a weak character and it turns out to be much more difficult than you think to just try it and see. For instance, you take education. Some guy comes along and he sees the way people teach mathematics. And he says, "I have a better idea. I'll make a toy computer and teach them with it." So he tries it with a group of chidlren, he hasn't got a lot of children, maybe somebody g...Folksonomies: science pseudoscience
Folksonomies: science pseudoscience
1 notes
notesBecause one experimenter gets positive results from teaching children with computers, it does not follow that everyone should use them, the experimenter may have had enthusiasm for their use, which would skew the results.
01 JAN 2010 by ideonexus
Alan Turing on Learning Machines
We cannot expect to find a good child-machine at the first attempt. One must experiment with teaching one such machine and see how well it learns. One can then try another and see if it is better or worse. There is an obvious connection between this process and evolution, by the identifications
Structure of the child-machine = Hereditary material
Changes of the child-machine = Mutations
Natural selection = Judgement of the experimentor
One may hope, however, that this process will be more e...Folksonomies: new media information technology
Folksonomies: new media information technology
1 notes
notes