Transcript Document 7419390

Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Chapter 6
Infancy: Cognitive Development
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Cognitive Development
Jean Piaget
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Cognitive Development – Jean Piaget
• Focus on development of children’s way of perceiving and
mentally representing the world
• Schemes
– Concepts
• Assimilate
– “Fit” new ideas into existing schemes
• Accommodate
– Modify schemes to accept new ideas
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What is the Sensorimotor Stage of
Cognitive Development?
• Development through sensory and motor activity
• Birth through 2 years
• Progress from reflex responses to goal oriented behavior
– Form mental representations
– Hold complex pictures of past events in mind
– Solve problems by mental trial and error
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What are the Parts or Substages of the
Sensorimotor Development?
• Simple Reflexes
– Birth to 1 month
– Modify reflexes based on experience
• Primary Circular Reactions
– 1 to 4 months
– Primary = focus on infant’s own body
– Circular = repeated behaviors
• Secondary Circular Reactions
– 4 to 8 months
– Secondary = focus on objects or environmental events
– Track moving objects until they disappear from view
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What are the Parts or Substages of the
Sensorimotor Development?
• Coordination of Secondary Schemes
– 8 to 12 months
– Coordinate schemes to attain specific goals
– Begin to imitate others
• Tertiary Circular Reactions
– 12 to 18 months
– Deliberate trial and error behaviors
• Invention of New Means Through Mental Combinations
– 18 to 24 months
– External exploration is replaced by mental exploration.
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
How Does Object Permanence Develop?
• Neonates show no response to objects not within their immediate
grasp
• 2 month - show surprise when a screen is lifted after an object
was placed behind a screen and now is not there
• 6 month - try to retrieve a preferred object partially hidden
• 8 to 12 month - try to retrieve objects completely hidden
– Commit A not B error
• After 12 months no longer show A not B error
• More recent research – object permanence in some form as
early as 2 1/2 - 3 1/2 months
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What are the Strengths of Piaget’s Theory?
• Comprehensive model
• Confirmation from research of others
• Pattern and sequence appear cross culturally
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What are the Limitations of Piaget’s Theory?
• Stages are more gradual than discontinuous
• Underestimate infants’ competence
– Emergence of object permanence
– Deferred imitation
– Computational concepts
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Information Processing
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What are Infants’ Tools for Processing Information?
• Memory
– Neonates show memory for previously exposed stimuli
– By 12 months dramatic improvement in encoding and retrieval
• Rovee-Collier (1993) studies of infant memory
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What are Infants’ Tools for Processing Information?
• Imitation
– Deferred imitation – 9 months
– Neonates imitate adults who stick out their tongue
• Not present in older infants
• May indicate reflexive response
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Individual Differences in
Intelligence Among Infants
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
How do we Measure Individual Differences in the
Development of Cognitive Functioning?
• Scales of infant development or intelligence
– Bayley Scales of Infant Development
• 178 mental-scale items
• 111 motor-scale items
• behavior rating scale based on examiner observation
• Screening for handicaps
– Brazelton Neonatal Behavioral Assessment Scale
– Denver Developmental Screening Test
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
How Well do Infant Scales Predict Later
Intellectual Performance?
• Overall infant scale scores do not predict school grades or IQ of
schoolchildren
• Visual recognition memory – ability to discriminate previously
seen objects from novel objects
– Good predictive validity for IQ and language ability
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Language Development
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What are Prelinguistic Vocalizations?
• Prelinguistic vocalizations do not represent objects or events
• Examples of prelinguistic vocalizations
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Crying
Cooing – vowel-like, linked to pleasant feelings
Babbling – combine vowels and consonants
Echolalia – repetition of vowel/consonant combinations
Intonation – patterns of rising and falling melody
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Developing in a
World of Diversity
Babbling Here, There,
and Everywhere
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
How Does Vocabulary Develop?
• Receptive vocabulary outpaces expressive
• First word – typically 11 to 13 months
– 3 or 4 months later – 10 to 30 words
• First words generally nominals
– general (class nouns) and specific (proper nouns)
• 18 to 22 months rapid increase from 50 to more than 300 words
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
A Closer Look
Teaching Sign Language to Infants
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Styles in Language Development
• Referential language style
– Use language to label objects
• Expressive language style
– Use language as means for engaging in social interactions
• Overextensions
– Extend meaning of one word to refer to things or actions for which
the word is not known
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
How do Infants Create Sentences?
• Telegraphic speech
– Brief expression with the meanings of sentences
• Mean length of utterance (MLU)
– Average number of morphemes used in sentence
• Holophrases
– Single words used to express complex meanings
• Two word sentences
– 18 to 24 months telegraphic two word sentences begin
– Demonstrate syntax
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
How do Learning Theorists Account for
Language Development?
• Imitation
– Children learn from parental models
– Does not explain utter phrases that have not been observed
• Reinforcement
– Sounds of adults’ language are reinforced
– Foreign sounds become extinct
– Use of shaping
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Language Development
The Nativist View
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What is the Nativist View of Language Development?
• Innate or inborn factors cause children to attend to and acquire
language in certain ways
• Psycholinguistic Theory
– Interaction between environmental influences and inborn tendency
to acquire language
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Language Acquisition Device
• The inborn “prewired” tendency to acquire a language
• Evidence for LAD
– Universality of language abilities
– Regularity of early production of sounds, even among deaf children
– Invariant sequences of language development, regardless of
language
• Chomsky – children are “prewired” to perceive and use a
“universal language”
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What Parts of the Brain Are Involved in
Language Development?
• Key structures for most people are based in left hemisphere
– Broca’s area
– Wernicke’s area
• Aphasia – caused by damage in either area
– Broca’s aphasia – slow laborious speech with simple sentences
– Wernicke’s aphasia – impairment comprehending speech of others
and expressing their own thoughts
• Angular gyrus
– Translates visual information into auditory sounds
– Impairment can cause reading difficulties and dyslexia
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
Figure 6.7 Broca’s and Wernicke’s Areas of the Cerebral Cortex
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
What is Meant by a Sensitive Period in
Language Development?
• Plasticity of brain provides a sensitive period of learning
language
– Begins about 18 to 24 months and continues through puberty
• Left hemisphere injuries
– Children recover good deal of speech, utilizing right hemisphere
– Case studies
• Genie
• Simon and ASL
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. Rathus
Chapter 6
A Closer Look
Motherese