1. Cognitive Development In Infancy
Chapter 5
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2. Chapter Outline Piaget’s theory of infant development
Learning, remembering, and conceptualizing
Individual differences and assessment
Language development
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3. Piaget’s Theory of Infant Development
Cognitive processes
The sensorimotor stage
Evaluating Piaget’s sensorimotor stage
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4. Cognitive Processes
Schemes: Actions or mental representations that organize knowledge
Behavioral scheme
Mental scheme
Assimilation: Using existing schemes to deal with new information or experiences
Accommodation: Adjusting schemes to fit new information and experiences
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5. Cognitive Processes
Organization: Grouping of isolated behaviors and thoughts into a higher-order system
Equilibration and stages of development
Equilibration: Mechanism by which children shift from one stage of thought to the next
Individuals go through four stages of development
Cognition is qualitatively different from one stage to another
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6. Figure 5.1 - Piaget’s Six Substages of Sensorimotor Development
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7. The Sensorimotor Stage
Lasts from birth to about 2 years of age
Construct an understanding of the world by coordinating sensory experiences
Substages
Simple reflexes
First habits and primary circular reactions
Secondary circular reactions
Coordination of secondary circular reactions
Tertiary circular reactions, novelty, and curiosity
Internalization of schemes
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8. The Sensorimotor Stage
Object permanence: Understanding that objects and events continue to exist:
When they cannot directly be seen, heard, or touched
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9. The Sensorimotor Stage
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10. Learning, Remembering, and Conceptualizing
Conditioning
Attention
Memory
Imitation
Concept formation and categorization
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11. Conditioning Operant conditioning Information retention
Attention: Focusing of mental resources on select information
Orienting/investigative process
Sustained attention
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12. Conditioning
Habituation - Decreased responsiveness to a stimulus after repeated presentations of the stimulus
Dishabituation - Increase in responsiveness after a change in stimulation
Joint attention: Requires
Ability to track another’s behavior
One person’s directing another’s attention
Reciprocal interaction
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13. Memory Retention of information over time
Implicit memory: Without conscious recollection
Memories of skills and routine procedures that are performed automatically
Explicit memory: Conscious remembering of facts and experiences
Childhood amnesia
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14. Imitation Involve flexibility and adaptability
Deferred imitation: Occurs after a delay of hours or days
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15. Concept Formation and Categorization
Concepts: Cognitive groupings of similar objects, events, people, or ideas
Perceptual categorization
Conceptual categorization
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16. Individual Differences and Assessment
Measures of infant development
Predicting intelligence
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17. Measures of Infant Development
Developmental quotient (DQ): Score that combines subscores in:
Motor, language, adaptive, and personal-social domains in the Gesell assessment of infants
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18. Measures of Infant Development
Bayley Scales of Infant Development: Used to assess infant behavior and predict later development
Current version has three components:
Mental scale
Motor scale
Infant behavior profile
Fagan Test of Infant Intelligence evaluates an infant’s ability to process information
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19. Predicting Intelligence
Tests for infants contain items related to perceptual-motor development
Include measures of social interaction
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20. Language Development Defining language Language’s rule systems
How language develops
Biological and environmental influences
An interactionist view
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21. Defining Language Language: Form of communication
Spoken, written, or signed
Based on a system of symbols
Consists of the words used by a community and the rules for varying and combining them
Infinite generativity: Ability to produce an endless number of meaningful sentences using:
Finite set of words and rules
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22. Figure 5.12 - The Rule Systems of Language
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23. How Language Develops Recognizing language sounds
Babbling and other vocalizations
Crying
Cooing
Babbling
Gestures
Showing and pointing
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24. How Language Develops First words
Receptive vocabulary considerably exceeds spoken vocabulary
Vocabulary spurt
Overextension - Tendency to apply a word to objects that are inappropriate for the word’s meaning
Underextension - Tendency to apply a word too narrowly
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25. Figure 5.14 - Variation in Language Milestones
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26. How Language Develops Two-word utterances
To convey meaning child relies on:
Gesture, tone, and context
Telegraphic speech: Use of short and precise words without grammatical markers:
Articles, auxiliary verbs, and other connectives
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27. Biological Influences
Regions involved in language
Broca’s area: In the brain’s left frontal lobe that is involved in speech production
Wernicke’s area: In the brain’s left hemisphere that is involved in language comprehension
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28. Biological Influences
Language acquisition device (LAD): Chomsky’s term that describes a biological endowment enabling the child to:
Detect the features and rules of language, including phonology, syntax, and semantics
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29. Figure 5.16 - Broca’s Area and Wernicke’s Area
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30. Environmental Influences
Behaviorist view of language learning has several problems
Interaction view - Children learn language in specific contexts
Vocabulary development is linked to:
Family’s socioeconomic status
Type of talk that parents direct to their children
Child-directed speech: Higher pitch than normal, with simple words and sentences
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31. Environmental Influences
Three strategies to enhance child’s acquisition of language:
Recasting
Expanding
Labeling
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32. Interactionist View
Biology and experience contribute to language development
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