Amanda M Seed
Biographic Data
| ID | 5761007 |
|---|---|
| NAME | Amanda M Seed |
| GIVEN NAMES | Amanda M |
| FAMILY NAME | Seed |
| SIGNATURE | SEED A M |
| AFFILIATIONS | University of St Andrews |
| ORCID | 0000-0002-3867-3003 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
How can I find what I want? Can children, chimpanzees and capuchin monkeys form abstract representations to guide their behavior in a sampling task
concepts are a powerful tool for making wide-ranging predictions in new situations based on little experience. Whereas looking-time studies suggest an early emergence of this ability in human infancy, other paradigms like the relational match to sample task often fail to detect abstract concepts until late preschool years. Similarly, non-human animals show difficulties and often succeed only after long training regimes. Given the considerable inf…
Evidence for abstract representations in children but not capuchin monkeys
The use of abstract higher-level knowledge (also called overhypotheses) allows humans to learn quickly from sparse data and make predictions in new situations. Previous research has suggested that humans may be the only species capable of abstract knowledge formation, but this remains controversial. There is also mixed evidence for when this ability emerges over human development. Kemp et al. (2007) proposed a computational model of how overhypot…
Do they know or just do it? Investigating implicit and explicit sequence learning by capuchin monkeys, human adults and children
Do they know or just do it? Investigating implicit and explicit sequence learning by capuchin monkeys, human adults and children
In humans, it is now established that sequential regularities can be learned implicitly (i.e. without acquiring conscious knowledge) or explicitly (with acquisition of conscious knowledge). Is this dual-processing capability also the case for non-human primates? In this study, we designed a non-verbal task to probe implicit and explicit sequence learning in capuchin monkeys (Sapajus sp., n = 12), human adults (n = 12), and children from 5 to 10 y…
Space or physics? Children use physical reasoning to solve the trap problem from 2.5 years of age
By 3 years of age, children can solve tasks involving physical principles such as locating a ball that rolled down a ramp behind an occluder by the position of a partially visible solid wall (Berthier, DeBlois, Poirer, Novak, & Clifton, 2000; Hood, Carey, & Prasada, 2000). However, the extent to which children use physical information (the properties of the wall) remains unclear because spatial information would suffice (the location of the wall …
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Space or physics? Children use physical reasoning to solve the trap problem from 2.5 years of age
By 3 years of age, children can solve tasks involving physical principles such as locating a ball that rolled down a ramp behind an occluder by the position of a partially visible solid wall (Berthier, DeBlois, Poirer, Novak, & Clifton, 2000; Hood, Carey, & Prasada, 2000). However, the extent to which children use physical information (the properties of the wall) remains unclear because spatial information would suffice (the location of the wall …
Do they know or just do it? Investigating implicit and explicit sequence learning by capuchin monkeys, human adults and children
In humans, it is now established that sequential regularities can be learned implicitly (i.e. without acquiring conscious knowledge) or explicitly (with acquisition of conscious knowledge). Is this dual-processing capability also the case for non-human primates? In this study, we designed a non-verbal task to probe implicit and explicit sequence learning in capuchin monkeys (Sapajus sp., n = 12), human adults (n = 12), and children from 5 to 10 y…
Evidence for abstract representations in children but not capuchin monkeys
The use of abstract higher-level knowledge (also called overhypotheses) allows humans to learn quickly from sparse data and make predictions in new situations. Previous research has suggested that humans may be the only species capable of abstract knowledge formation, but this remains controversial. There is also mixed evidence for when this ability emerges over human development. Kemp et al. (2007) proposed a computational model of how overhypot…
Do they know or just do it? Investigating implicit and explicit sequence learning by capuchin monkeys, human adults and children
How can I find what I want? Can children, chimpanzees and capuchin monkeys form abstract representations to guide their behavior in a sampling task
concepts are a powerful tool for making wide-ranging predictions in new situations based on little experience. Whereas looking-time studies suggest an early emergence of this ability in human infancy, other paradigms like the relational match to sample task often fail to detect abstract concepts until late preschool years. Similarly, non-human animals show difficulties and often succeed only after long training regimes. Given the considerable inf…
Child and Animal Learning Development (5 works) · Cognitive psychology (5 works) · Computer Science (5 works) · Developmental psychology (5 works) · Psychology (5 works) · Cognition (4 works) · Artificial Intelligence (3 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Memory and Neural Mechanisms (3 works) · Biology (2 works)