What does the phrase A not B error mean?
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Charlotte Taylor
Studied at the University of Tokyo, Lives in Tokyo, Japan.
As an expert in cognitive psychology and developmental studies, I am well-versed in the intricacies of cognitive development in infants and children. One of the key concepts in this field is the understanding of object permanence, which is the awareness that objects continue to exist even when they are not directly observed. This understanding is crucial for cognitive development and is typically achieved in stages.
The phrase "A not B error" is a term used to describe a specific cognitive phenomenon observed in infants during their development of object permanence. To provide a comprehensive understanding, let's delve into the details of this concept.
**Step 1: Understanding the A Not B Error in English**
The "A not B error" is a cognitive error that infants make when searching for a hidden object. It is a well-documented phenomenon in developmental psychology, first described by Jean Piaget, one of the pioneers in the field of child development. The error occurs during a particular stage of cognitive development, typically around the age of 8 to 12 months.
Here's how the A not B error typically unfolds in an experimental setting:
1. An infant watches as an experimenter hides a desirable object, such as a toy, under one of two cups or boxes, let's label them as "A" and "B".
2. The infant then successfully retrieves the object from the correct location, say box "A".
3. The experimenter then hides the object again, this time under box "B", while the infant is watching.
4. Despite seeing the object being moved to box "B", when the infant is allowed to search again, they will often mistakenly search under box "A", the previous location of the object, instead of the new location, box "B".
This error demonstrates that the infant has not yet fully grasped the concept of object permanence. They seem to believe that the object is still in the location where they first saw it, despite witnessing its transfer to a new location. This behavior is indicative of a transitional phase in cognitive development where the child's understanding of the physical world is still evolving.
The A not B error is not a sign of a problem or a lack of intelligence; rather, it is a normal part of the learning process. Infants outgrow this error as their cognitive abilities mature, and they develop a more sophisticated understanding of object permanence.
It is important to note that the A not B error is not the same as the perseveration error mentioned in the reference content. Perseveration refers to the repetition of a particular response regardless of whether it is appropriate or not. In the context of the A not B task, perseveration would mean that the infant continues to search under box "A" even after multiple demonstrations that the object has been moved to box "B". This could be due to the infant's difficulty in updating their understanding of the object's location.
**Step 2: The A Not B Error - Translation into Chinese**
```
The phrase "A not B error" is a term used to describe a specific cognitive phenomenon observed in infants during their development of object permanence. To provide a comprehensive understanding, let's delve into the details of this concept.
**Step 1: Understanding the A Not B Error in English**
The "A not B error" is a cognitive error that infants make when searching for a hidden object. It is a well-documented phenomenon in developmental psychology, first described by Jean Piaget, one of the pioneers in the field of child development. The error occurs during a particular stage of cognitive development, typically around the age of 8 to 12 months.
Here's how the A not B error typically unfolds in an experimental setting:
1. An infant watches as an experimenter hides a desirable object, such as a toy, under one of two cups or boxes, let's label them as "A" and "B".
2. The infant then successfully retrieves the object from the correct location, say box "A".
3. The experimenter then hides the object again, this time under box "B", while the infant is watching.
4. Despite seeing the object being moved to box "B", when the infant is allowed to search again, they will often mistakenly search under box "A", the previous location of the object, instead of the new location, box "B".
This error demonstrates that the infant has not yet fully grasped the concept of object permanence. They seem to believe that the object is still in the location where they first saw it, despite witnessing its transfer to a new location. This behavior is indicative of a transitional phase in cognitive development where the child's understanding of the physical world is still evolving.
The A not B error is not a sign of a problem or a lack of intelligence; rather, it is a normal part of the learning process. Infants outgrow this error as their cognitive abilities mature, and they develop a more sophisticated understanding of object permanence.
It is important to note that the A not B error is not the same as the perseveration error mentioned in the reference content. Perseveration refers to the repetition of a particular response regardless of whether it is appropriate or not. In the context of the A not B task, perseveration would mean that the infant continues to search under box "A" even after multiple demonstrations that the object has been moved to box "B". This could be due to the infant's difficulty in updating their understanding of the object's location.
**Step 2: The A Not B Error - Translation into Chinese**
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2024-05-11 21:21:57
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Works at the International Monetary Fund, Lives in Washington, D.C., USA.
Babies of 10 months or younger typically make the perseveration error, meaning they look under box "A" even though they saw the researcher move the toy under box "B", and box "B" is just as easy to reach. This demonstrates a lack of, or incomplete, schema of object permanence.
2023-06-15 20:28:24
Isabella Lee
QuesHub.com delivers expert answers and knowledge to you.
Babies of 10 months or younger typically make the perseveration error, meaning they look under box "A" even though they saw the researcher move the toy under box "B", and box "B" is just as easy to reach. This demonstrates a lack of, or incomplete, schema of object permanence.
