Psych

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Using the Habituation Technique to Evaluate a Piagetian Hypothesis The purpose of this paper is to use the habituation technique in young infants to evaluate one hypothesis derived from Piaget’s theory of cognitive development. I will compare 5-month olds in a task that involves possible and impossible outcomes. Piaget’s theory specifies the cognitive competencies of children of this age. 1a. According to Piaget, children in the sensorimotor stage experience the world and develop cognitively by using their five senses, sight, sound, smell, taste and touch. 1b. Until an infant is 8 months of age, Piaget believes that infants do not comprehend object permanence. This means that until they are 8 months, when an object disappears from…show more content…
Figure 1 3a. In the depicted procedure, an infant is shown two dolls in a case. A screen rises, covering the two dolls. Then, a hand is shown entering the case, and appears to take away one of the two dolls. Then, there are two possible outcomes. First, when the screen goes down, one doll is left, presenting the possible outcome. And the second, when the screen drops down, two dolls are left, which is the impossible outcome. 3b. This experiment contains two different conditions, the possible and impossible outcome. The impossible outcome is considered the experimental condition because they are manipulating the independent variable. Different infants of the same age should be tested in each condition to measure the dishabituation, and if you were to use the same infants in both outcomes, they may get habituated to the first outcome and it may affect the results of the second outcome. A separate control group from the two outcomes would not be necessary. However, a possible control group could be a group of infants that see two dolls, see the screen appear, and when it drops have two dolls remaining, without any vision of the hand entering the area. 3c. The habituation technique is used in this experiment by determining whether an infant can be dishabituated when presented with an impossible outcome. If an infant understands basic subtraction and is not affected by the possible outcome, they

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