1. Cognitive Development in Infancy and Childhood: information Processing
Chapter 5
Cognitive Development in Infancy and Childhood: information Processing

2. Model of Human Information-Processing System
Figure 6.4
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3. Teller Visual Acuity Cards

4. Facial Scanning Patterns 1 month vs 3 months

5. Attention During the first year, infants pay attention to novel events
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6. Fagan Test of Infant Intelligence

7. Attention By Toddlerhood:
capable of intentional behavior and sustained attention improves

8. Joint Attention WHY IMPORTANT???
Individuals focus on same object or event
5-8 mos:
10-11mos:
12 mos:
WHY IMPORTANT???

9. Memory Operant conditioning research:
Infants’ memories increase dramatically during infancy and toddlerhood.
Memories move from highly context-dependent (mobile/surround) to increasingly context-free.

10. Increase in Retention in Two Operant Conditioning Tasks from 2 to 18 Months

11. Infantile Amnesia
Figure 6.6
Most of us cannot recall events before age 3. May be due to:

12. Categorization
By 6 months, infants can categorize based on two perceptual features (e.g., shape and color).
By end of first year, more categories are conceptual.

13. Vygotsky’s Sociocultural Theory
Social contexts (other people) contribute to cognitive development.
Zone of Proximal Development –
Scaffolding promotes learning at all ages.
Cultural variations affect mental strategies taught and learned.

14. Social Origins of Make-Believe Play
Society provides children with opportunities to represent culturally meaningful activities in play.
Research indicates that make- believe play is a result of readiness and experiences.
Adult participation leads to more complex play and teaches cultural values.
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15. Infant Intelligence Tests
Bayley Scales of Infant Development
Suitable for children between 1 month and 3½ years
The Bayley-III
The Cognitive Scale
The Language Scale
The Motor Scale
The Social-Emotional Scale*
The Adaptive Behavior Scale*
* Rely on parental report
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16. Normal Distribution of Intelligence Test Scores
Figure 6.9
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17. HOME Infant–Toddler Subscales
Source: Bradley, 1994; Bradley et al., 2001.
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18. High-Quality HOME Environment
Checklist via observation and parental interview
Measured during first three years (45 items; 6 subscales)
Extent to which parents talk with children especially important
Predicts language, IQ (at 4 ½), and academic achievement
Genetic–environmental correlation?

19. IQ Improvement from Early Intervention Programs
IQ scores of treatment and control children from infancy to 21 years in the Carolina Abecedarian Project. At 1 year, treatment children outperformed controls, an advantage consistently maintained through age 21. The IQ scores of both groups declined gradually during childhood and adolescence—a trend probably due to the damaging impact of poverty on mental development. (Adapted from Campbell et al., 2001.)
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