Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Chapter 5 Cognitive Development in Infancy and Toddlerhood This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program. Any rental, lease, or lending of the program.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Piaget’s Theory: Schemes Psychological structures Psychological structures organized ways of making sense of experience organized ways of making sense of experience Change with age Change with age action-based sensorimotor patterns action-based sensorimotor patterns later move to “thinking before acting” pattern—creative and deliberate later move to “thinking before acting” pattern—creative and deliberate

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Building Schemes Adaptation Adaptation building schemes through direct interaction with environment building schemes through direct interaction with environment Assimilation Assimilation using current schemes to interpret external world using current schemes to interpret external world Accommodation Accommodation adjusting old schemes and creating new ones to better fit environment adjusting old schemes and creating new ones to better fit environment Photodisc

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Using Assimilation and Accommodation Equilibrium and disequilibrium Equilibrium and disequilibrium use assimilation during equilibrium use assimilation during equilibrium disequilibrium prompts accommodation disequilibrium prompts accommodation Organization Organization internal rearranging and linking schemes internal rearranging and linking schemes

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Sensorimotor Stage Birth to 2 years Birth to 2 years Building schemes through sensory and motor exploration Building schemes through sensory and motor exploration Circular reactions Circular reactions Photodisc

Copyright © 2011 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 repeat interesting effects in surroundings Coordination of secondary circular reactions 8–12 months intentional, goal-directed behavior; object permanence Tertiary circular reactions 12–18 months exploration of objects’ properties through novel actions Mental representation 18 months–2 years internal depictions of objects or events; deferred imitation

Four distinct stages in Cognitive Development Sensorimotor Stage (0-2 years) This is experienced in the here and now (The active child: infants develop goal-directed behavior, means-ends thinking, and object permanence). Schemes- organized patterns of behavior, becoming more elaborate as development proceeds. The baby will organize their activity in relation to their environment via organization, adaptation, and equilibrium (first 5 substages). Schemes- organized patterns of behavior, becoming more elaborate as development proceeds. The baby will organize their activity in relation to their environment via organization, adaptation, and equilibrium (first 5 substages).

Substages: a. Stage 1 (1 st /2 nd month): reflex activity. Reflexes organize the newborn’s interactions. Within 3 weeks, babies come to expect certain coordinations among perceptual events, such as sights and sounds. Begin to exercises some control over reflexes- even without normal stimulus. Suck reflexes when lips are touched; eventually searches for nipple even when not touched; then sucks even when not hungry but nipple present. Cannot grasp object looking at.

Substages: a. Stage 2 (2 to 4 months): Self-investigation. Elaborates on existing schemes and integrates simple schemes into more complicated behaviors. Modification and repetition of scheme to achieve interesting sensations: coordination of different schemes (e.g., looking and grasping). Primarily interested in own body. Repeats pleasant bodily sensations first by chance, then repeats for pleasure. Begins to suck different objects differently. Primary circular reactions: simple repetitive acts that center upon the infant’s own body (e.g., thumb sucking, hand clasping).

Substages: c.Stage 3 (4 to 8 months): Coordination and reaching out. Development of a variety of schemes that produce interesting effects: a more externally orientated, “cognitively extroverted” approach. Do something that produces a result, will repeat it. Manipulating objects and learning about their properties. Repeat actions that produce interesting results (e.g., shaking a rattle; coo when friendly face appears).

Substages: c. Stage 3 (4 to 8 months): Coordination and reaching out. Secondary Circular Reaction: no longer focus on infant’s own body, rather reaches out. Operant conditioning, when immediate reinforcement follows a spontaneous activity, the baby repeats the activity. Kicks the mobile, it moves interestingly, will do it again. Good at tracking moving objects with eyes and reaching for things to grasp. Retrieves a hidden toy under a transparent cup. Searches for missing objects.

Substages: d.Stage 4 (8 to 12 months): Goal-directed behavior. Coordination of these schemes into intentional, “intelligent” looking means-end sequences, in which one scheme leads to another. Behavior is deliberate and purposeful. Try out new schemes in order to effect their environment. Combine sequences into order. Some schemes serve as a means for others in order to reach a goal. E.g., removes a barrier to get a toy. Can also anticipate events that do not depend on own immediate behavior (e.g., sees mother walking toward door, begins to cry). Crawls across room to get object. Baby is now a skillful imitator.

Substages: d. Stage 4 (8 to 12 months): Goal-directed behavior. Play, that is, practicing sensorimotor schemes for the sheer fun of it, becomes prominent here. Play for longer periods of time engaging in same behavior. Infants in this stage learn from both play and imitation. Can retrieve object hidden. Learn from past experience, modify and coordinate previous schemes.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Object Permanence Understanding that objects continue to exist when out of sight Understanding that objects continue to exist when out of sight Piaget: develops in Substage 4 Piaget: develops in Substage 4 Not yet complete Not yet complete A-not-B search error A-not-B search error

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Mental Representations 8-12 months 8-12 months Internal, mental depictions of objects, people, events, information Internal, mental depictions of objects, people, events, information can manipulate with mind can manipulate with mind permits deferred imitation and make-believe play permits deferred imitation and make-believe play ©Ajphotos/Dreamstime.com

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Violation-of-Expectation Method Figure 5.1

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Deferred Imitation Piaget: Develops about 18 months Piaget: Develops about 18 months Newer research: Newer research: 6 weeks: facial imitation 6 weeks: facial imitation 6–9 months: copy actions with objects 6–9 months: copy actions with objects 12–14 months: imitate rationally 12–14 months: imitate rationally 18 months: imitate intended, but not completed, actions 18 months: imitate intended, but not completed, actions

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Evaluation of the Sensorimotor Stage Develop when Piaget suggested object search object search A-not-B A-not-B make-believe play make-believe play Develop earlier than Piaget suggested object permanence object permanence deferred imitation deferred imitation categorization categorization problem solving by analogy problem solving by analogy Some suggest infants are born with core knowledge in several domains of thought.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Core Knowledge Perspective Born with innate, special- purpose knowledge systems Born with innate, special- purpose knowledge systems core domains of thought core domains of thought Core domains allow quick grasp of related information. Core domains allow quick grasp of related information. Support rapid early development Support rapid early development Photodisc

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Model of Information Processing Figure 5.3

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Information-Processing Improvements Attention efficiency, ability to shift focus improves efficiency, ability to shift focus improves less attraction to novelty, better sustained attention after first year less attraction to novelty, better sustained attention after first year Memory retention intervals lengthen retention intervals lengthen recall appears by first year; excellent in second year recall appears by first year; excellent in second year Categorization impressive perceptual categorization in first year impressive perceptual categorization in first year conceptual categorization in second year conceptual categorization in second year

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Development of Categorization Perceptual based on similar overall appearance or prominent part based on similar overall appearance or prominent partConceptual based on common function or behavior based on common function or behavior later add event categories later add event categories

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Vygotsky’s Sociocultural Theory Social contexts Social contexts other people contribute to cognitive development other people contribute to cognitive development Zone of proximal development Zone of proximal development tasks child cannot do alone but can learn with help of more skilled partners tasks child cannot do alone but can learn with help of more skilled partners Educating Children

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Meaning of Different IQ Scores Intelligence quotient: measurements against typical performance for age Intelligence quotient: measurements against typical performance for age standardization standardization Normal distribution Normal distribution bell-shaped bell-shaped Best used for screening Best used for screening

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Normal Distribution of IQ Scores Figure 5.6

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Developmentally Appropriate Child Care Physical setting Physical setting Group size Group size Caregiver–child ratio Caregiver–child ratio Daily activities Daily activities Adult–child interactions Adult–child interactions Teacher qualifications Teacher qualifications Relationships with parents Relationships with parents Licensing and accreditation Licensing and accreditation Adult–child interactions Adult–child interactions Teacher qualifications Teacher qualifications Relationships with parents Relationships with parents Licensing and accreditation Licensing and accreditation Educating Children

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. IQ Improvement from Early Intervention Programs Figure 5.7

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Three Theories of Language Development Behaviorist Learned through: operant conditioning (reinforcement) operant conditioning (reinforcement) imitation imitation Nativist Language Acquisition Device (LAD) biologically prepares infants to learn rules of language biologically prepares infants to learn rules of language Interactionist Inner capacities and environment work together. Inner capacities and environment work together. Social context is important. Social context is important.

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Getting Ready to Talk First speech sounds First speech sounds cooing cooing babbling babbling Becoming a communicator Becoming a communicator joint attention joint attention give-and-take give-and-take preverbal gestures preverbal gestures RubberBall Productions

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Starting to Talk First words First words underextension underextension overextension overextension Two-word utterances Two-word utterances telegraphic speech telegraphic speech Family Life

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Individual Differences in Language Development Environment Environment culture culture Gender Gender Temperament Temperament Language style Language style referential referential expressive expressive Family Life

Copyright © 2011 Pearson Education, Inc. All Rights Reserved. Supporting Early Language Learning With infants Respond to coos and babbles. Respond to coos and babbles. Establish joint attention. Establish joint attention. Use child-directed speech. Use child-directed speech. Play social games. Play social games. With toddlers Play make-believe together. Play make-believe together. Have frequent conversations. Have frequent conversations. Read often and talk about books. Read often and talk about books.