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Cognitive Development In Infancy Chapter 5 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Chapter Outline • • • • Piaget’s theory of infant development Learning, remembering, and conceptualizing Individual differences and assessment Language development 5-2 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Piaget’s Theory of Infant Development • Cognitive processes • The sensorimotor stage • Evaluating Piaget’s sensorimotor stage 5-3 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5-4 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5-5 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Figure 5.1 - Piaget’s Six Substages of Sensorimotor Development 5-6 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5-7 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. The Sensorimotor Stage – Object permanence: Understanding that objects and events continue to exist: • When they cannot directly be seen, heard, or touched 5-8 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. The Sensorimotor Stage 5-9 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Learning, Remembering, and Conceptualizing • • • • • Conditioning Attention Memory Imitation Concept formation and categorization 5 - 10 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Conditioning • Operant conditioning • Information retention • Attention: Focusing of mental resources on select information – Orienting/investigative process – Sustained attention 5 - 11 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 12 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 13 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Imitation • Involve flexibility and adaptability • Deferred imitation: Occurs after a delay of hours or days 5 - 14 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Concept Formation and Categorization • Concepts: Cognitive groupings of similar objects, events, people, or ideas • Perceptual categorization • Conceptual categorization 5 - 15 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Individual Differences and Assessment • Measures of infant development • Predicting intelligence 5 - 16 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 17 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 18 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Predicting Intelligence • Tests for infants contain items related to perceptual-motor development – Include measures of social interaction 5 - 19 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Language Development • • • • • Defining language Language’s rule systems How language develops Biological and environmental influences An interactionist view 5 - 20 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 21 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Figure 5.12 - The Rule Systems of Language 5 - 22 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. How Language Develops • Recognizing language sounds • Babbling and other vocalizations – Crying – Cooing – Babbling • Gestures – Showing and pointing 5 - 23 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 24 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Figure 5.14 - Variation in Language Milestones 5 - 25 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 26 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 27 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 28 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Figure 5.16 - Broca’s Area and Wernicke’s Area 5 - 29 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 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 5 - 30 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Environmental Influences • Three strategies to enhance child’s acquisition of language: – Recasting – Expanding – Labeling 5 - 31 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Interactionist View • Biology and experience contribute to language development 5 - 32 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.