Cognitive Development in Infancy and Toddlerhood

Piaget’s Theory

Piaget’s Theory: Schemes  Psychological structures  Organized ways of making sense of experience  Change with age  Action-based (motor patterns) at first  Later move to a mental (thinking) level

Building Schemes  Adaptation  Building schemes  Assimilation  Using current schemes to interpret external world  Accommodation  Adjusting old schemes and creating new ones to better fit environment

Using Assimilation and Accommodation  Equilibrium and Disequilibrium  Use assimilation during equilibrium  Disequilibrium prompts accommodation  Organization  Internal rearranging and linking schemes

Sensorimotor Stage  Birth to 2 years  Building schemes through sensory and motor exploration  Circular reactions

Sensorimotor Substages Reflexive SchemesBirth –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 soundings 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

感知运动时期的各个阶段  Substage 1 (0-1m) Reflexive Schemes  反射练习 (Exercising Reflexes)

 Substage 2 Primary Circular Reactions 基本习惯动作阶段 (Developing Schemes)(1-4ms)

 Substage 3 (4- 10ms) Secondary Circular Reactions  有目的的动作初步 形成 ( 智慧动作开 始萌芽 ) (Discovering Procedures) 条件：

视觉和抓握开始协调

 Substage 4 (9-11ms) Coordination of Secondary Circular Reactions  目的与手段已经分化 (Intentional Behavior)

 Substage 5 (11-12 个月至 1.5 岁 ) Tertiary Circular Reactions  用 [ 尝试与错误 ] 解决 问题 ( 第三级循环阶段 ) (Novelty and Exploration)

 Substage 6 Mental Representations  有目的的动作形成 (Intentional, or goal- directed behavior)  开始运用表象思维

Object Permanence211  Understanding that objects continue to exist when out of sight  According to Piaget, develops in Substage 4.

客体概念  客体永久性 (object permanent) 客体永久性作业

智慧成就  目的手段的分化 因果关系的形成

Mental Representations211  Internal, mental depictions of objects, people, events, information  Can manipulate with mind  Allow deferred imitation and make-believe play

Follow-up research 1: Violation of Expectations Method

Follow-up research 2: Deferred Imitation214  Piaget: Develops about 18 months  Newer research:  Present at 6 weeks – facial imitation  6 – 9 months – copy actions with objects  12 – 14 months – imitate rationally  18 months – imitate intended, but not completed, actions

Evaluation of Sensorimotor Stage216  Some developments happen at time Piaget described:  Object search, A-not-B, make-believe play  Many appear to happen soon than Piaget thought:  Object permanence, deferred imitation, problem solving by analogy  Some have suggested that infants are born with core knowledge(217) in several domains of thought

Store Model of Information Processing System220

Improvements in Information Processing During Infancy Attention  Efficiency, ability to shift focus improve.  Less attraction to novelty, better sustained attention after first year. Memory  Retention intervals lengthen.  recognition  Recall appears by 1 year; excellent in second year. Categorization  Impressive perceptual categorization in first year.  Conceptual categorization in second year

Categorization1

Categorization2

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 help227

Individual differences in early mental development229  Infant intelligence tests  Intelligence quotient, IQ  Developmental quotients, DQs Meaning of Different IQ Scores

Early environment and mental dev. : High Quality HOME Environment231  Parent emotional and verbal responsiveness  Parental acceptance  Safe physical environment  Appropriate play materials  Parental involvement  Variety, daily stimulation

Early environment and mental dev. : Elements of Developmentally Appropriate Child Care232  Responsive, interactive, well-trained caregivers  Clean, safe, uncrowded indoor spaces  Appropriate toys, stored within reach  Safe equipment  Low teacher-child ratios  Flexible daily schedule  Warm atmosphere  Parents welcome anytime  Accredited

Early intervention for at-risk infants and toddlers-----IQ Improvement from Early Intervention Programs

Language development

Three Theories of Language Development235 Behaviorist Learned through operant conditioning (reinforcement) and imitation Nativist Inborn Language Acquisition Device (LAD) biologically prepares infants to learn rules of language.(broca’s area, Wernicke’s area236) Interactionist Inner capacities and environment work together; Social context is important.

Getting Ready to Talk  First speech sounds  Cooing  Babbling  Becoming a communicator  Joint attention239  Give- and-take  Preverbal gestures

Starting to Talk  First Words  Underextension  Overextension  Two-Word Utterances  Telegraphic Speech  Comprehension versus production

Individual Differences in Language Development241  Environment  Child Directed Speech (CDS)  Gender  Personality  Language Style  Referential  Expressive  Language Delay

Supporting Early Language Learning242 Infants  Respond to coos and babbles  Establish and respond to joint attention  Play social games Toddlers  Play make-believe together  Have frequent conversations  Read to toddlers often. Talk about the books