Bee & Boyd, Lifespan Development, Chapter 5
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Transcript of Bee & Boyd, Lifespan Development, Chapter 5
Cognitive Development in Infancy
Chapter 5:
In This Chapter
Cognitive ChangesPiaget’s Views
A quick review Assimilation Accommodation Sensorimotor intelligence
Cognitive ChangesPiaget’s Sensorimotor Stage
Sensorimotor stage Basic reflexes Primary circular reaction Secondary circular reaction Coordination of secondary schemas
(means-end behavior) Tertiary circular reaction Transition to symbolic thought
Piaget’s Sensorimotor Stage by Age
Object permanence: Realization that objects still exist when hidden from sight
• 2 months: surprise when an object disappears
• 6–8 months: looking for missing object
• 8–12 months: reaching for or searching for completely hidden toy
Cognitive ChangesPiaget: Object Permanence
Piaget’s Sensorimotor StagePiaget: Imitation
Imitation: Performance of act whose stimulus is observation of act performed by another person
Cognitive ChangesChallenges to Piaget’s Views
Underestimation of infant cognitive capacity
Inaccurate equation of infant’s lack of physical ability with lack of cognitive understanding
Underestimation of object permanence appearance beginning
Cognitive ChangesModern Studies of Object Permanence
Recent theories Developing object permanence a process
of elaboration rather than discovery
Baillargeon Babies as young as 4 months show signs
of object permanence but may be tied to experimental situations
Around 1 year can use sufficiently across situations
Cognitive ChangesSummary of Differences
Piaget’s early research Baby comes with repertoire of sensorimotor
scheme by construction—world understanding via experiences.
Recent research Newborns have considerable awareness of
objects as separate entities that follow certain rules.
Figure 5.1 Facial Gesture Imitation in Newborns
Cognitive ChangesSpelke’s Alternative Approach
Assumption: Babies have inborn assumptions about objects and their movement.
Method: Violation of expectations method Researchers move an object the opposite
way from that which the infant comes to expect.
Let’s look at the next slide for an example.
Figure 5.2 Spelke’s Classic Study of Object Perception
Figure 5.2
Cognitive ChangesBaillargeon’s Alternative Approach
Assumption: Knowledge about objects is not built in, but strategies for learning are innate.
Method: Study of object stability perception Researchers stack smiling-face blocks in
stable and unstable positions.
Let’s look at the next slide for an example.
Figure 5.3 Baillergeon’s Study of Object Stability Perception
Stop and Think!
After reviewing the information we have just covered, how would you explain an infant’s habit of throwing things out of her crib to a parent who viewed it as a misbehavior that needed to be corrected?
Learning, Categorizing, and Remembering
Conditioning and Modeling
Learning: Permanent changes in behavior that result from experience
Learning, Categorizing, and Remembering
Schematic Learning
Schematic learning: Organization of experiences into expectancies or “known” combinations (schemas)
7 months: Infants actively use categories, but not levels, to process information.
2 years: Hierarchical or superordinate categories appear.
What do data from sequential learning studies suggest?
Infancy: respond to superordinate before basic level categories
12 months: understand basic and superordinate categories
2 years: partially understand smaller categories nested in larger categories
5 years: fully understand categories
Learning, Categorizing, and Remembering
Memory
Carolyn Rovee-Collier’s research Babies as young as 3 months old can
remember specific objects and their own actions for as long as a week.
Young infants are more cognitively sophisticated than was previously assumed.
Figure 5.5 Rovee-Collier’s Study of Infant Memory
Learning, Categorizing, and Remembering
What else have we learned about memory?
The Beginnings of LanguageTheoretical Perspectives
Let’s consider each!
The Beginnings of LanguageThe Behaviorist View: B. F. Skinner
Parent-reinforced babbling and grammar use
Correct grammar reinforced, becomes more frequent
Non-grammatical words not reinforced
Is this what you observe when parents interact with very young children?
The Beginnings of LanguageThe Nativist View Noam Chomsky
Grammar rules acquired before exception mastery
Rule-governed errors made (overregulation) Comprehension and production guided by
Language Acquisition Device (LAD)
The Beginnings of LanguageMore about the LAD
Language Acquisition Device Basic grammatical structure for all human
language Tells babies there are 2 types of sounds
(consonants and vowels) Enables infants to divide, analyze, and learn
sounds of the specific language they are learning
The Beginnings of LanguageSlobin
Importance of “soundness” Infants are preprogrammed to attend to
beginnings and endings of sounds and to stressed sounds.
Programming is not attached to verbs or nouns, but to attention to sounds.
The Beginnings of LanguageThe Interactionist View
Four key ideas1. Language follows rules as part of cognition.
2. Language includes internal and external factors.
3. Infants are born with biological preparedness to pay more attention to language than other information.
4. The infant brain has generalized tools used across all cognitive domains—NOT language-specific neurological model.
The Beginnings of LanguageBowerman and Bloom
Language does not initially introduce new meaning, but expresses meaning already formulated, independent of language.
Children attempt to communicate and learn new words when these aid in the communication of thoughts and ideas.
The Beginnings of LanguageInfluences on Language Development
Infant-directed speech Higher pitch Repetitions with variations Infant preferred
Which language theory appears to be right to you? Why?
What are 3 effective strategies parents may use to help stimulate language development in their children?
Questions To PonderQuestions To PonderQuestions To PonderQuestions To Ponder
The Beginnings of LanguageEarly Milestones of Language Development
Word RecognitionReceptive Language
Receptive language: Ability to understand words 8 months: begin to store words in
memory 9–10 months: understands 20–30 words 13 months: 100 words
The Beginnings of LanguageExpressive Language
Expressive language: Ability to produce words
12-13 months: Babies begin to say first words.
Words learned slowly in context with specific situations and cues
The Beginnings of LanguageFirst Words
Now let’s take a look at vocabulary growth during the toddler years.
Figure 5.6 Vocabulary Growth in the Second Year
The Beginnings of LanguageFirst Sentences
Short, simple sentences appear at 18–24 months.
Threshold vocabulary reaches around 100–200 words.
Sentences: Following rules created
The Beginning of LanguageIndividual Differences in Language
Development: Rate
Differences in rate of language development A wide range of normal variations exists in
sentence structures. Most children catch up. Those who don’t catch up have poor
receptive language.
The Beginning of LanguageIndividual Differences in Language
Development: Style
Differences in style
Expressive style Early vocabulary linked to social
relationships rather than objects
Referential style Early vocabulary made up of names of
things or people
Figure 5.7 Variations in the Rate of Language Acquisition
The Beginning of Language Language Development across Cultures
Cooing, babbling, holophrases, and telegraphic speech typically found in all languages
Use of specific word order in early sentences is not the same.
Particular inflections are learned in highly varying and specific orders.
Measuring Intelligence in InfancyWhat Is Intelligence?
Intelligence: Ability to take in information and use it to adapt to environment
Although each infant develops at a different pace, both genetic and environmental factors influence infant intelligence.
So how can infant intelligence be measured?
Measuring Intelligence in Infancy
Bailey Scales of Infant Development
Fagan Test of Infant Intelligence
True or False?
Measures of habituation are related to later measures of intelligence.