Honor Code The University of Texas at Austin strives to create a dynamic and engaging community of teaching and learning where students feel intellectually challenged; build knowledge and skills; and develop critical thinking, creativity, and intellectual curiosity. As a part of this community, it is important to engage in assignments, exams, and other work for your classes with openness, integrity, and a willingness to make mistakes and learn from them. The UT Austin honor code champions these principles:    I pledge, as a member of the University of Texas community, to do my work honestly, respectfully, and through the intentional pursuit of learning and scholarship.   The honor code affirmation includes three additional principles that elaborate on the core theme:  I pledge to be honest about what I create and to acknowledge what I use that belongs to others.  I pledge to value the process of learning in addition to the outcome, while celebrating and learning from mistakes.  This code encompasses all of the academic and scholarly endeavors of the university community.   The honor code is more than a set of rules, it reflects the values that are foundational to your academic community. By affirming and embracing the honor code, you are both upholding the integrity of your work and contributing to a campus culture of trust and respect. 

Stephen Ceci of Cornell asked children repeatedly over a span of several weeks if they’d ever caught their hand in a mousetrap. What did he find?

In a video clip, children heard audio tracks that instructed them to “Find the blue bird on the ‘deebo,’” or “Find the red bird over there.” Some children were later able to identify the perch that was deemed a ‘deebo’ and some were not. Fernald was inspired to create this study because she noticed:

To demonstrate motor adaptation, Dr. Church-Lang presented a clip of her daughter throwing a ball at a target as she alternated between wearing and not wearing prism glasses. Which of the following drives the child hitting the target by the end of the demonstration?

This graph depicts the phenomenon of overregularization. In two to three sentences, explain this chart information in your own words. Include in your answer the one term most closely related to this phenomenon from the following choices: prosody, pragmatics, syntax or morphology.

Upload your R/Excel files. Points will be assigned based on your grade you earned in WebWork.

We learned in the lecture that Chinese students are able to count to 100 earlier than U.S. children. What is one hypothesis that explains this phenomenon suggested in the lecture?

In two or three sentences, what might you say to convince someone that “baby in a box” should become a universal concept in the United States?

In two to three sentences, describe one of the main differences between the thinking of children in Piaget’s stage three, concrete operations (middle school-age) and those in stage four, formal operations (12+ into high school). Include an example that demonstrates your comparison of the two ways of thinking (e.g., a question you could ask those children and how they might answer).

Choose one of the physics experiments mentioned in this week’s lectures to argue for the concept of “core knowledge.” In two to three sentences, explain what core knowledge is and describe how your choice supports or doesn’t support the theory that core knowledge exists.