Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Chapter 5 Cognitive Development in Infancy and Toddlerhood

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Psychological structures  Organized ways of making sense of experience  Schemes change with age:  first schemes: sensorimotor action patterns  later schemes: deliberate and creative Piaget’s Theory: Schemes

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Building Schemes Adaptation Building schemes through direct interaction with environment Assimilation Using current schemes to interpret the external world Accommodation Adjusting old schemes and creating new ones to better fit environment

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Cognitive equilibrium:  steady, comfortable state  characterized by assimilation more than accommodation  Cognitive disequilibrium:  state of cognitive discomfort  shift from assimilation toward accommodation, then back toward assimilation Assimilation and Accommodation

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Birth to age 2 years  Building schemes through sensory and motor exploration  Circular reactions © SHS Photography/Shutterstock Sensorimotor Stage

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Sensorimotor Substages Reflexive schemes (birth–1 month) Newborn reflexes Primary circular reactions (1–4 months) Simple motor habits centered around own body Secondary circular reactions (4–8 months) Repetition of interesting effects; imitation of familiar behaviors Coordination of secondary circular reactions (8–12 months) Intentional, goal-directed behavior; beginning object permanence Tertiary circular reactions (12–18 months) Exploration of object properties through novel actions Mental representation (18 months–2 years) Internal depictions of objects and events; advanced object permanence (invisible displacement)

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Understanding that objects continue to exist when out of sight  Revealed by retrieval of hidden objects  Awareness not yet complete: A-not-B search error  Full understanding revealed by problems involving invisible displacement Object Permanence

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Internal depictions:  images (objects, people, spaces)  concepts (groups of similar objects or events)  Representation permits  advanced object permanence  deferred imitation  make-believe play © mitgirl/Fotolia Mental Representation

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Violation-of-Expectation Method Figure 5.1 (Adapted from R. Baillargeon & J. DeVos, 1991, “Object Permanence in Young Infants: Further Evidence,” Child Development, 62, p © 1991, John Wiley and Sons. Reproduced with permission of John Wiley & Sons Ltd.)

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  6 weeks: imitates facial expressions  6–9 months: copies novel actions with objects  12–14 months: imitates rationally  14–18 months: imitates actions that are intended but not completed Deferred Imitation

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Evaluation of the Sensorimotor Stage Capacities that develop when Piaget suggested  Object search  A-not-B  Make-believe play Capacities that develop earlier than Piaget suggested  Object permanence  Deferred imitation  Problem solving by analogy Some suggest infants are born with core knowledge in several domains.

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Babies are born with a set of core domains of thought:  innate, special-purpose knowledge systems  permit a quick grasp of related information  support rapid early development © mocker_bat/Fotolia Core Knowledge Perspective

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Physical  Linguistic  Psychological  Numerical © SergiyN/Shutterstock Suggested Domains of Core Knowledge

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Research suggests that infants can  discriminate quantities up to 3  perform simple addition and subtraction  represent large-number values  Findings are controversial Infants’ Numerical Knowledge © Rehan Qureshi/Shutterstock

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Testing Babies’ Numerical Knowledge Figure 5.3 (From K. Wynn, 1992, “Addition and Subtraction by Human Infants,” Nature, 358, p © 1992 by Nature Publishing Group. Adapted with permission of Macmillan Publishers, Ltd.)

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Information Processing  Sensory register: sights and sounds are represented directly, stored briefly  Short-term memory store:  attended-to information is retained briefly and “worked” on  working memory: number of items that can be briefly held in mind while engaging in some effort to manipulate them  Long-term memory: permanent knowledge base

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Model of Information Processing Figure 5.4

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Managing the Cognitive System’s Activities  Central executive  directs flow of information  coordinates incoming information with information already in the system  selects, applies, and monitors strategies that facilitate memory storage, comprehension, reasoning, and problem solving  Automatic processes  require no space in working memory  can be done while focusing on other information

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Improvements in the Cognitive System  Increase in basic capacity of memory stores, especially working memory  Increase in speed with which information is worked on  Improvements in executive function

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Cognitive Gains in Infancy and Toddlerhood Attention  improved efficiency, ability to shift focus  less attraction to novelty, improved sustained attention Memory  longer retention intervals  development of recall by second half of first year Categorization  gradual shift from perceptual to conceptual categorization in toddlerhood

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Perceptual  First categories are based on physical properties  By 6 months, babies categorize on basis of two correlated features Conceptual  Shift to categories based on common function or behavior  Cultural differences in development of categories Development of Categorization

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Complex mental activities develop through joint activities with more mature members of child’s society  Zone of proximal development: tasks too difficult for child to do alone but possible with help of more skilled partners © Zurijeta/Shutterstock Vygotsky’s Sociocultural Theory

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Bayley Scales:  Cognitive  Language  Motor  Social-Emotional  Adaptive Behavior  Predict later intelligence poorly  Largely used for screening © mangostock/Fotolia Infant and Toddler Intelligence Tests

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Intelligence quotient (IQ): comparison with typical performance for age  standardization  normal distribution: bell-shaped curve  Infant tests and later performance:  developmental quotient (DQ) more meaningful than IQ  largely used for screening Computing Intelligence Test Scores

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Normal Distribution of IQ Scores Figure 5.8

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Home Observation for Measurement of the Environment (HOME) measures:  parental emotional and verbal responsiveness  parental acceptance of child  organization of physical environment  provision of appropriate play materials  parental involvement with child  opportunities for variety in daily stimulation Features of a High-Quality Home Life

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Physical setting  Toys and equipment  Caregiver–child ratio  Daily activities  Interaction among adults and children  Caregiver qualifications  Relationships with parents  Licensing and accreditation © kaarsten/Shutterstock Developmentally Appropriate Infant and Toddler Child Care

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. IQ Scores of Treatment and Control Children in the Carolina Abecedarian Project Figure 5.9 (Adapted from Campbell et al., 2001.)

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Theories of Language Development Nativist (Chomsky) Language Acquisition Device (LAD)  contains universal grammar  infants biologically prepared to learn language Interactionist  interaction between inner capacities and environmental influences  social-interactionist view: emphasizes social skills and language experiences

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  First speech sounds:  cooing  babbling  Becoming a communicator:  joint attention  give-and-take  preverbal gestures © Pavel L Photo and Video/Shutterstock Getting Ready to Talk

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  First words:  underextension  overextension  Two-word utterances:  telegraphic speech  copies adult word pairings  gradually generalizes to grammatical rules Starting to Talk © pavla/Shutterstock

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved.  Gender  Temperament  Environment:  verbal stimulation  characteristics of native language  Language style:  referential  expressive © Mastering_Microstock/Shutterstock Individual and Cultural Differences

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Supporting Early Language Learning With infants  Respond to coos and babbles  Establish joint attention  Use infant-directed speech  Play social games With toddlers  Engage in joint make-believe  Engage in frequent conversations  Read often and talk about books

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2010, 2007 by Pearson Education, Inc. All Rights Reserved. Readers may view, browse, and/or download material for temporary copying purposes only, provided these uses are for noncommercial personal purposes. Except as provided by law, this material may not be further reproduced, distributed, transmitted, modified, adapted, performed, displayed, published, or sold in whole or in part, without prior written permission from the publisher.