Physical Development In Utero: – Zygote: conception-2 weeks – Embryo: 2 weeks-2 months (8 weeks)...
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Transcript of Physical Development In Utero: – Zygote: conception-2 weeks – Embryo: 2 weeks-2 months (8 weeks)...
Physical DevelopmentPhysical Development• In Utero:– Zygote: conception-2 weeks– Embryo: 2 weeks-2 months (8 weeks)
• Cell differentiation– Fetus: 2 months to birth
• Functioning organ systems develop, early reflexes seen (e.g. non-nutritive sucking)
• Infancy: – Very slow development, comparatively– Brain development takes off: synaptic growth then
pruning– Spurts of growth throughout childhood (body and
brain)
Physical DevelopmentPhysical Development
• From birth:– Reflexes:• Grasping• Rooting• Foot flexing
– Sensory• Discriminate high and low sounds, vowels, mother’s
voice• Very near-sighted, but can discriminate brightness and
color and track moving objects
Physical DevelopmentPhysical Development• Gross motor skills
– 7-8 months: sitting up– 8-10 months: crawling– 10-12 months: “cruising”– 12-15 months: walking– 2 years: hopping on one foot, kicking– 4 years: jumping rope, balancing on one foot
• Fine motor skills– 1 month: reflexive grasp– 4 months: reaching, hands at midline– 6 months: reach precisely, grabs at objects– 12-14 months: throwing objects– 2 years: unscrewing jars– 3 years: cutting with scissors, holding pencil– 6 years: writing, drawing shapes
Physical DevelopmentPhysical Development• Brain:– Making/pruning connections
• Attention– Infants have little selective attention. If something is
interesting, they will look at it.– Development of Prefrontal cortex (PFC)development of
attentional control• 1-2 years: single-channeled attention: can concentrate on task,
but not external verbal/visual stimuli• 2-3 years: still single-channeled, but with help can adjust focus
back and forth• 3-4 years: single-channeled, but can adjust focus on their own• 4-5: two-channeled, but short attention span• 5-6: audio, visual, and manipulatory channels integrated
Physical DevelopmentPhysical Development• Brain:– Making/pruning connections
• Attention– Infants have little selective attention. If something is
interesting, they will look at it.– Development of Prefrontal cortex (PFC)development of
attentional control• 1-2 years: single-channeled attention: can concentrate on task,
but not external verbal/visual stimuli• 2-3 years: still single-channeled, but with help can adjust focus
back and forth• 3-4 years: single-channeled, but can adjust focus on their own• 4-5: two-channeled, but short attention span• 5-6: audio, visual, and manipulatory channels integrated
Jean Piaget (1896-1980)Jean Piaget (1896-1980)
• Swiss Psychologist• “Father of Developmental
Psychology”• Creator of “constructivist theory of
knowing”
Stage Theory of DevelopmentStage Theory of Development• Children progress
through a series of stages of development
• Long periods of time spent in each stage, abrupt transition to next stage
SensorimotorStage
SensorimotorStage
PreoperationalStage
PreoperationalStage
Concrete Operations
Stage
Concrete Operations
Stage
Abstract Operations
Stage
Abstract Operations
Stage
Sensorimotor StageSensorimotor Stage
• From birth to ~2 years old• Experience the world through senses and
motor movements (progress from reflexes to deliberate directed movements)
• Schema: mental representation of what things are/how we deal with them
• Object Permanence• Internal Representation• Egocentrism
PreoperationalPreoperational
• 2-7 years of age• Symbolic thought• Egocentrism• Animism• Failure of Conservation
Concrete OperationalConcrete Operational
• Ages 7-11• Logical thinking• Development of rational, “operational”
thought• Can think logically about object, if they are
able to manipulate it.
Formal OperationalFormal Operational
• 11 and up• Abstract thinking• Can think logically about objects even if not
present• Problem solving
Arguments against PiagetArguments against Piaget
• Argument 1: Discrete stages do not properly explain child development– A lot of child knowledge is more context-
dependant
• Argument 2: Young children are actually more advanced than Piaget gave them credit for.
Using Habituation in InfantsUsing Habituation in Infants
• More boring babies!• Procedure: Show baby
image/scene until he/she no longer looks at it.
• Test: Introduce new image/scene.
• If baby looks longer at new image, it’s perceived as new.
Drawbridge ExperimentDrawbridge Experiment• Child habituated on (A)• Child sees possible
outcome (B) and impossible outcome (C)
• Child looks more at impossible event than possible event
• Child knows block is there, even if he can’t see it
Numerical Reasoning RevisitedNumerical Reasoning Revisited
• Number Conservation Task
• Children are confused by experimenter’s questions- why is he asking the same question again?
• Knowledge still tentative, but there
An alternative theory: An alternative theory: Information ProcessingInformation Processing
• Human brain as computer– Representation of
information– Processes: applied on
representations– Limitations: memory
• Development = change in processing abilities
Rehearsal as Information ProcessingRehearsal as Information Processing
• Increase in rehearsal speed, increase in memory
• Older children actively use rehearsal as a memory strategy and remember more