Development Through the Lifespan 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; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program. Copyright © Allyn & Bacon 2007

Piaget’s Theory: Schemes Psychological structures Organized ways of making sense of experience Change with age Action-based sensorimotor patterns Later move to “thinking before acting” pattern – creative and deliberate Copyright © Allyn & Bacon 2007

Building Schemes Adaptation Assimilation Accommodation Building schemes through direct interaction with environment Assimilation Using current schemes to interpret external world Accommodation Adjusting old schemes and creating new ones to better fit environment Copyright © Allyn & Bacon 2007

Using Assimilation and Accommodation Equilibrium and Disequilibrium Use assimilation during equilibrium Disequilibrium prompts accommodation Organization Internal rearranging and linking schemes Copyright © Allyn & Bacon 2007

Sensorimotor Stage Birth to 2 years Building schemes through sensory and motor exploration Circular reactions Copyright © Allyn & Bacon 2007

Sensorimotor Substages Reflexive Schemes Birth –1 mo. 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 Explore properties of objects through novel actions Mental Representations 12 months – 2 years Internal depictions of objects or events; deferred imitation Copyright © Allyn & Bacon 2007

Object Permanence Understanding that objects continue to exist when out of sight According to Piaget, develops in Substage 4 Not yet complete: A-not-B search error Copyright © Allyn & Bacon 2007

Mental Representations Internal, mental depictions of objects, people, events, information Can manipulate with mind Allow deferred imitation and make-believe play Copyright © Allyn & Bacon 2007

Violation of Expectations Method Copyright © Allyn & Bacon 2007

Deferred Imitation Piaget: Develops about 18 months Newer research: 6 weeks – facial imitation 6 – 9 months – copy actions with objects 12 – 14 months – imitate rationally 18 months – imitate intended, but not completed, actions Copyright © Allyn & Bacon 2007

Evaluation of the Sensorimotor Stage Develop when Piaget suggested Object search A-not-B Make-believe play Develop earlier than Piaget suggested Object permanence Deferred imitation Categorization Problem solving by analogy Some suggest infants are born with core knowledge in several domains of thought Copyright © Allyn & Bacon 2007

Core Knowledge Perspective Born with innate, special-purpose knowledge systems Core domains of thought Core domains allow quick grasp of related information Support rapid early development Copyright © Allyn & Bacon 2007

Suggested Domains of Core Knowledge Linguistic Psychological Physical Numerical Copyright © Allyn & Bacon 2007

Testing Babies’ Numerical Knowledge Copyright © Allyn & Bacon 2007

Infants’ Numerical Knowledge Infants may be able to: Discriminate quantities up to 3 Do simple arithmetic Findings are controversial Copyright © Allyn & Bacon 2007

Store Model of Information Processing Copyright © Allyn & Bacon 2007

Information-Processing Improvements Attention Efficiency, ability to shift focus improve Less attraction to novelty, better sustained attention after first year Memory Retention intervals lengthen Recall appears by 1 year; excellent in second year Categorization Impressive perceptual categorization in first year Conceptual categorization in second year Copyright © Allyn & Bacon 2007

Memory Improvements Copyright © Allyn & Bacon 2007

Development of Categorization Perceptual Based on similar overall appearance or prominent part Conceptual Based on common function or behavior Later add event categories Figure 6.4 - Categorical distinction made by 9- to 11-month-olds Copyright © Allyn & Bacon 2007

Vygotsky’s Sociocultural Theory Social contexts (other people) contribute to cognitive development Zone of Proximal Development – tasks child cannot do alone but can learn to do with help of more skilled partners Copyright © Allyn & Bacon 2007

Toddler/Infant Intelligence Tests Bayley Scales Cognitive Language Motor Social-Emotional Adaptive Behavior HOME Home Observation for Measurement of the Environment Copyright © Allyn & Bacon 2007

Meaning of Different IQ Scores Copyright © Allyn & Bacon 2007

Normal Distribution of IQ Scores Copyright © Allyn & Bacon 2007

Signs of Developmentally-Appropriate Child Care Adult-child interactions Teacher qualifications Relationships with parents Licensing & accreditation Physical setting Group size Caregiver-child ratio Daily activities Copyright © Allyn & Bacon 2007

IQ Improvement from Early Intervention Programs Copyright © Allyn & Bacon 2007

Three Theories of Language Development Behaviorist Learned through Operant conditioning (reinforcement) Imitation Nativist Inborn Language Acquisition Device (LAD) biologically prepares infants to learn rules of language Interactionist Inner capacities and environment work together Social context is important Copyright © Allyn & Bacon 2007

Getting Ready to Talk First speech sounds Becoming a communicator Cooing Babbling Becoming a communicator Joint attention Give- and-take Preverbal gestures Copyright © Allyn & Bacon 2007

Starting to Talk First Words Two-Word Utterances Underextension Overextension Two-Word Utterances Telegraphic Speech Copyright © Allyn & Bacon 2007

Individual Differences in Language Development Environment Child-Directed Speech (CDS) Gender Personality Language Style Referential Expressive Language Delay Copyright © Allyn & Bacon 2007

Supporting Early Language Learning Infants Respond to coos and babbles Establish joint attention Use child-directed speech Play social games Toddlers Play make-believe together Have frequent conversations Read often and talk about books Copyright © Allyn & Bacon 2007