1. Development Language, Social & Cognitive

2. Language Development Taught? -not an easy issue, but some evidence: ---Wild Child, need for exposure, community specificity Course of development-- – infant conversations – babbling (back to front, front to back) – one word – two word –Then syntax, and off and running –vocab. learning plus nuances (5000+ by age 5)

4. Arguments for Innateness semi-dedicated brain tissue (Broca's, Wernicke's) critical period early start and early development + difficulty of task (complexity of rules, 5000+ words by age 5 + semi- complete set of rules overgeneralization: not mimicry syntactic uniqueness (numerous issues) (many instances: wild chn. animals, no-input lang. etc.) poor teaching and poor examples (parsing problem)

9. Rule Complexity Within word voiced or voiceless, no mix Ex. I have two/to fish. Hafta works for one and not the other! (or “I have two sheep vs. I have to sleep”) Words where f & t co-occur vs. v & t. “Have and to are really one word-no independent meaning, so rule applies!

11. Thought Leads Language! Holophrastic speech Telegraphic speech “Bye bye cat” ex. Kid’s translations of adult speech

12. Social Development This topic gets at the core of who and what we are. First: Theories on Development –Behavioral: patterns of reward/punishment -Cognitive: Growth in understanding (+ Piaget on moral development) -Social learning theory (modeling & imitation are central)-- Bobo -Psychoanalytic theory: internalization in childhood (child as the father of the man?)

13. Attachment & Importance of Childhood (Psychoanalytic View) Harlow Work incl. therapist monkeys, but there is need for therapy! Hospitalism: Spitz et at./orphanage --> retarded adult Ainsworth work: a solid base from which to explore the world. Secure, insecure-avoidant, insecure-resistant (toy filled room, mother leaves & returns) later correlation with adjustment But is it causal? unclear. (Child's temperament?)

14. Day Care & Attachment Jay Belsky on amount of time in daycare vs. type of attachment (secure vs.. insecure) Fulltime 20-35hrs. 10-20 hrs. Mother % secure 53 65 79 75

15. Child Rearing Styles Autocratic, permissive, authoritative-reciprocal Affects anger, withdrawnness, independence Class differences: external vs.. internal control ( cog. diss. theory --minimum external control)-- forbidden toy exper. Lepper Green & Nisbett

16. Stages of Moral Development Freud: Very early development of base level superego. Rules laid in stone! Piaget: Two levels of morality: child-like and more adult. Brain involvement: ---Damasio: Ventro-medial pre-frontal area lets you emotionally“feel” response --- New work on brain damage shows two moral systems: calculating & visceral: when to murder examples!

17. Moral Development: Kohlberg Preconventional, conventional, postconventional 1. punishment avoidance/ control of others 2. individual instrumental purpose: egocentric 3. good boy good girl (mutual interpersonal expectations) 4. law and order (social system and conscience) 5. social contract 6. universal ethical principles Some criticisms or possible limitations: cultural and relevance to behavior!

18. Moral Thought-->Moral Action? level 1 2 3 4 5 6 % arrested M 60 18 6 41 75 " F 33* 9 12 57 86*

19. Need for Achievement (McClelland) A. the measure: Murray TAT B. the finding: varying amounts of nAch C. predicts performance (goals people set, rate of advancement of mngr) D. childrearing aspects: expectations for independence E. societal implications/findings: electrical power and other things F. Winterbottam's dev. study (mother expectations) G. 30 countries and KWH corr.=.53 (corr. with 1925, not 1950) H. class differences

20. Child Rearing Strategies Long term vs. short term Most important task you will face….and there’s no instruction manual!

21. Major Influences on Soc. Dev. Maturational Attachment Parenting Style Social learning Identification Lesson of Wild Child

22. Cognitive Development How our thinking changes as we develop: A Stage Model & Some Possible Amendments

23. Jean Piaget “Father” of cognitive development Studied his children Jacqueline, Lucienne & Laurent Where does knowledge come from?

24. Piaget’s Theory of Development Stage theory –Children think differently in different stages but similarly within a stage –Prolonged period of time in a stage, abrupt transition to next stage Four stages –Sensorimotor, Preoperational, Concrete Operational and Formal Operational

25. Piaget’s Theory of Development 3 processes to move between stages –Assimilation: Transform incoming information to fit existing way of thinking –Accommodation: Adapt thinking to new experiences –Equilibration: Integrate pieces of knowledge into unified whole

26. Sensorimotor Period From birth to ~2 yrs old Actions progress from simple reflexes to deliberate movements Object permanence – realize object still exists even when it can’t be perceived Internal representation – ability to think about objects/events not immediately present

27. Preoperational Period From ~2 yrs to ~7 yrs Learn to use symbols, signs and language Egocentrism – cannot understand another person’s point of view Failure of conservation – do not yet understand that quantity remains the same despite appearance

28. Concrete Operational Period From ~7 yrs to ~11 yrs Thinking becomes systematic, quantitative and logical Success at all conservation tasks – number, solid quantity, liquid quantity Decentration of perception – ability to classify objects in terms of more than one dimension

29. Formal Operational Period From ~11 yrs to adult Apply logical and systematic thought to abstract problems Deductive reasoning – specific conclusions based on general hypotheses Inductive reasoning – make generalizations based on specific observations

30. Strengths of Piaget’s theory Good “feel” for what children’s thinking is like Asks the right questions Covers broad age span Covers broad spectrum of developments in children’s thinking Surprising observations

31. Weaknesses of Piaget’s theory Underestimates competence – children succeed earlier than predicted Can’t explain dissociations – success or failure depends on the way concept is tested No discrete stages - development occurs gradually

32. Habituation Infants like to look at objects that interest them Infants get bored quickly Procedure –Familiarization: Object presented repeatedly until infants no longer look at it much –New object introduced Infants perceive difference between old and new object if they look longer at new object

33. Occluded rod experiment 4-month-old infants familiarized with A, then presented with either B or C Results – Looked longer at C than B Conclusions –Broken rod more novel than unbroken rod –Rod in display A was originally perceived as unbroken

34. Drawbridge experiment 4.5 month old infants Two conditions –B is ‘possible’ –C is ‘impossible’ Results – Looked longer at C Conclusions –Infants know box exists, even when hidden –4.5 month olds understand object permanence

35. A-not-B experiment Experimenter hides toy under cover A 9-month-old infant successfully retrieves toy After several successful retrievals, experimenter then hides toy under cover B Results - Child still searches under cover A, even though he/she watched the toy being hidden Conclusions – 9 month olds do not understand object permanence

36. Problems for Piaget Piaget - Children don’t understand object permanence before 8-12 months Underestimates competence – 4-month-olds show some understanding of object permanence (occluded rod) Can’t explain dissociation – 4.5-month-olds looking at drawbridge understand object permanence but 9- month-olds searching for toys do not? Egocentrism is also challenged by picture presentation and also code-switching with younger children Learning may be gradual rather than stage-like

37. Information-Processing Theories Thinking = information processing –Representation of information –Processes - applied to representations –Constraints - memory limits constrain representation and processing Cognitive development = change in information processing capability –Precise analysis of change mechanisms Change produced through continuous self- modification –Outcomes of child’s actions change information processing in the future

38. Memory representations & capacity Infants remembered that kicking made mobile move after 2 months Working memory span increases with age - Iconic memory capacity also increases with age (1 st grade = 2.5 digits, 4 th grade = 3 digits, adults = 3.5 digits)

39. Rehearsal as information processing Increase in rehearsal speed leads to increase in working memory capacity Older children do better on recall tests because they use rehearsal as a memory strategy

40. Sociocultural Theories Vygotsky - father of sociocultural theories of development Cognitive development occurs in social interaction – Developmental change occurs through internalization of socially shared processes Psychological functioning is mediated by cultural tools & language Again, Wild Child!