1. Infancy
Chapter 5

2. Cognitive Development
Piaget's Theory
How biology and experience sculpts cognitive development
Children construct their own cognitive worlds and have systematic changes in their thinking

3. Piaget's Cognitive Processes
Schemes- the brain creates actions (infants) or mental representations (child) that organize knowledge
Baby schemes are simple actions that can be performed like sucking, looking, and grasping (sucking a bottle)
Older Child schemes are strategies and plans for solving problems (opening a door to get a toy)
Adult schemes (driving a car)

4. Piaget's Cognitive Processes
Assimilation-the child uses existing schemes to deal with new information or experiences
Child sucks bottle and fingers to eat
Accommodation -the child adjust their schemes to take new information and experiences into account
Child sucks bottle to eat but learns to grab finger to play
Organization- the child groups isolated behaviors and thoughts into a higher order, smoothly functional system
Refining behaviors and organizing knowledge

5. Piaget's Cognitive Processes
Equilibration- children shift from one stage of thought to the next
As they constantly assimilate and accommodate to seek equilibrium from disequilibrium

6. Piaget Piaget's Theory- (first stage) Sensorimotor Stage 6 substages
Object Permanence
By the end of the sensorimotor stage
Objects and events continue to exist even when they cannot directly be seen heard,or touched by the child
Piaget calls a 'landmark cognitive accomplishment

7. How infants learn, remember and conceptualize
Operant Conditioning- consequences of a behavior reduce changes in the probability of the behavior's occurrence
Habituation- decreased responsiveness to a stimulus after repeated presentations of the stimulus
Dishabituation- the increase in responsiveness after a change in stimulation
Infants attention is strongly governed by novelty and habituation

8. How infants learn, remember and conceptualize
Attention- the focusing of mental resources on select information and improves cognitive processing
Important role in memory as part of the a process called encoding ....
The process by which information is transferred to memory

9. How infants learn, remember and conceptualize
Memory-the retention of information over time
Implicit memory- memory refers to memory without conscious recollection
Memories of skills and routine procedures that are performed automatically
Explicit memory-referees to conscious remembering of facts and experiences

10. How infants learn, remember and conceptualize
Imitation (Meltzoff)
Infants don't blindly imitate everything they see
Beginning at birth there is an interplay between learning by observing and learning by doing

11. How infants learn, remember and conceptualize
Concepts -key aspects of infants' cognitive development
Cognitive groupings of similar objects, people, or ideals
Mandler months of age-infants form conceptual categories

12. Measures of Development
Gesell's scale-distinguishes normal and abnormal infants
Provides a developmental quotient
Developmental quotient (DQ) -an overall score that combines sub scores in motor, language, adaptive, and personal-social domains in the Gesellschaft assessment of infants

13. Measures of Development
Bayley Scale - assess infant behavior and predict later development
Mental Scale, Motor Scale, Behavior Profile
Baylee-III - 5 Scales
Cognitive, Language, Motor (infant related)
Socioemotional and Adaptive (Caregiver)

14. Language Development Rule Systems (figure 5.9)
Phonology - a Phoneme is the smallest sound unit in a language
Morphology - a morphemes, meaningful units involved in word formation
Syntax - the way words are combined and/or ordered to form acceptable phrases and sentences
Semantics- meaningful words and sentences
Pragmatic so- the system of using appropriate conversation and knowledge of how to effectively use language in content

15. Language Development Language Milestones (figure 5.12) Crying (birth)
Cooing begins (1-2 months)
Understanding first word (5 months)
Babbling begins (6 months)
Language specific-listener (7-11 months)
Uses gesters, such as pointing, comprehension of words (8-12 months)
First word spoken(13 MONTHS)
Vocabulary spurt starts (18 MONTHS)
Two word utterances (18-24 months)

16. Language Influences
Biological view- Children are born with ability to detect basic features and rules of language
Behaviorist view- children acquire language as a result of reinforcements (still not proven)
Environmental view-children development of langurs is a consequence of being exposed to different language environments in the home
Parents should talk extensively with an infant, especially about what the baby is attending to.
Interactionist View- Social and linguistics capacities make language acquisition inevitable.
All agree that both biological capacity and relevant experience are necessary.

17. Parental Influences (page 161)
Be an active conversational partner.
Talk in a slowed-down pace and don't worry about how you sound to other adults when you talk to your baby.
Use parent-look and parent-gesters, and name what you are looking at.
When you talk with infants and toddlers, be simple, concrete, and repetitive.
Play games
Remember to listen.
Expand and elaborate language abilities and horizons with infants and toddlers.
Adjust to your child's idiosyncrasies instead of working against them.