Course Introduction Unit 1 Lecture 1 This Course • Children’s physical, cognive, and social-emoonal development from concepon to around age 11 − Major milestones in development − Factors that influence/threaten development − Major theorecal perspe

Review and discussion 1. Which reflexes that we discussed could have survival value? How so? Which ones could evoke caregiver interacon? How so? 2. Answer these quesons for the study on carrying: (1) Was the study correlaonal or experimental? (2) W

Memory Unit 2 Lecture 3 Information processing • Human mind as a symbol- manipulang system • Emphasis on the processes by which children solve problems and complete tasks • Emphasis on the parameters of the system that carries out these processes 2

The allocation task Parents come into the room Parents divide the candies Children come into the room Children divide the candies 11 Blake, Corbit, Callaghan, & Warneken (2016) Results (USA) 12 Blake, Corbit, Callaghan, & Warneken (2016) Results (Ind

Why can’t correlation prove causation? Each of these would produce a correlaon of A & B: • A causes B (“causaon”) • B causes A (“reverse causaon”) • C causes A and B (“common cause”) So a correlaon between A and B does not imply that A causes B!