1. Study Guide Questions Describe neurological maturation and the plasticity viewpoints. Does thought precede language (Piaget) or do they interact (Vygotsky)? State your position and provide a rationale with examples. What are the contributions of object permanence, causality, means-end, imitation, and play to language development?

2. Cognitive Development

3. Brain Maturation Changes occur in neurons: Myelination Chemicals associated with neurotransmitters, Size and density of neurons Pathway organization Connections between regions of the brain Brain weight increases Completed by about 12 years

4. Early in development we massively over- produce cells and neurons Then lots of cells and neurons die What cells are cut back depends on experience and competition Born with a very malleable protomap Early prenatal – primarily intrinsic cues that signal cascades of connections; but extrinsic influences include diet, toxins, hormones Late prenatal through early childhood – primarily extrinsic cues that influence activity of cortical neurons in shaping connectivity and organizational detail within areas

5. Functional Magnetic Resonance Imaging (fMRI) Neural activity and changes in blood flow and blood oxygenation are closely related Active nerve cells consume oxygen Oxygen is carried by hemoglobin in red blood cells Hemoglobin has different magnetic properties when it is oxygenated than when it is deoxygenated Differences in the magnetic resonance signals can be detected

6. Individual Variation

7. Maturational Changes in Localization

9. Lateralization & Specialization: The Plasticity Viewpoint 1.Plasticity Progressive and capable of change Brain development is dynamic or changing Changes require interaction with the environment Internal/intrinsic factors (e.g., genes, structure of neurons) External/extrinsic factors (e.g., exposure to auditory stimuli) Early brain damage can result in shifts of function to other areas of the brain

10. Intrinsic Cues: Proximal cell to cell interactions Molecular signals by one set of cells affect others in the region Distal cell to cell interactions Signal guidance cells float through the brain sampling environments that then attract or repel axons Extrinsic Cues Input from the outside world affects how the brain develops Depends on competition and cell death

11. Models of Cognition-Language Relationship PiagetianVygotskian Language Thought Language Thought Language is based on and determined by thought Thought initially precedes language but is later influenced by language

12. Piaget’s Theory of Cognitive Development Sensorimotor stage (0-2) Preoperational stage (2-7) Concrete operations stage (7-11) Formal operations stage (>12)

13. Domains of Sensorimotor Development Problem-solving (means–ends) Object permanence Spatial relationships Causality Vocal imitation Gestural imitation Play

14. Stages of Sensorimotor Development Use of reflexes (0-1 mo.) Primary circular reactions (1-4 mo.) Secondary circular reactions (4-8 mo.) Coordination of secondary circular reactions (8-12 mo.) Tertiary circular reactions (12-18 mo.) Representational thought (18-24 mo.)

15. Adaption & Organization Cognitive development is the result of: Quest for equilibrium Adaption: Assimilation Accomodation Organization Schemes are the building blocks

16. Vygotsky’s Theory of Cognitive Development Internalization 1.Cognitive processes are based in social interactions & gradually internalized 2.Regulation-capable person controls & guides 3.Shared problem-solving: child leads with adult feedback 4.Self-regulation with adult support 5.Inner speech

17. Vygotsky’s Theory of Cognitive Development Zone of Proximal Development “ the distance between the actual development level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers” (p. 86, Vygotsky, 1978) Potential Performance Actual Performance Imminent Not responsive

18. Zone of Proximal Development The interactive process between a child and others represents the dynamic edge of development Difference between performance with least supportive vs. most supportive cues defines the ZPD Small zpd = improvement imminent Mid zpd = responsive to treatment Large zpd/no response to cue = not responsive to treatment

19. Vygotsky’s Theory of Cognitive Development Role of Language Serves 2 functions: communication & establishing and maintaining interaction Mediates between social and cognitive processes. Organizes interaction-discourse. Egocentric speech: speech that serves to organize behavior (talking to self) (3-5 year olds). Inner speech: egocentric speech becomes internalized and serves to organize behavior (7 years and older).