1. Infant Cognitive Development

2. Piaget’s Cognitive Developmental Theory Stage theory: qualitative change in thought that is universal Stage theory: qualitative change in thought that is universal What changes with development? Schemes: way to make sense of experiences Schemes: way to make sense of experiences –Move from action to mental level How does cognitive change happen? Adaptation: schemes change by interacting with environment Adaptation: schemes change by interacting with environment –Assimilation: use current schemes to interpret environment –Accomodation: change schemes to match environment Organization: internal rearranging of schemes Organization: internal rearranging of schemes When does cognitive change happen? Equilibrium: comfortable, steady state; little development Equilibrium: comfortable, steady state; little development Disequilibrium: cognitive discomfort; rapid change Disequilibrium: cognitive discomfort; rapid change

4. Sensorimotor stage (newborns – 2yrs) Stage 1-4: Reflexes, to motor habits, to circular reactions, to more intentional goal-directive behaviors Stage 1-4: Reflexes, to motor habits, to circular reactions, to more intentional goal-directive behaviors

5. Object permanence (8-12mo) : objects continue to exist, even when out of sight Object permanence (8-12mo) : objects continue to exist, even when out of sight Methods

6. Methods

7. Sensorimotor stage (newborns – 2yrs) Sub 5: Toddlers repeat behaviors with deliberate exploration (12-18 mo) Sub 5: Toddlers repeat behaviors with deliberate exploration (12-18 mo) Sub 6: Mental representations (18mo - 2 yrs) Sub 6: Mental representations (18mo - 2 yrs) –Solve problems symbolically, rather than trial-error –Concepts allow efficient thinking –Images allow make-believe play & imitation

8. Evaluation of Piaget’s Sensorimotor Stage Underestimated infant’s abilities Underestimated infant’s abilities –Object permanence found in 3mo olds using violation- of-expectation method (Baillargeon, 1991)

10. Evaluation of Piaget’s Sensorimotor Stage Underestimated infant’s abilities Underestimated infant’s abilities –Object permanence found in 3mo olds using violation- of-expectation method (Baillargeon, 1991) –Deferred imitation in 6-week olds! –**Problem solving** More continuous than stage like More continuous than stage like But… sensorimotor activity But… sensorimotor activity does matter! does matter! **Information Processing Approach**

11. Vygotsky’s Sociocultural Theory Continuous: quantitative Continuous: quantitative How does cognitive change happen? Socially: cognitive development originates in social interaction Socially: cognitive development originates in social interaction Cultural: specific cognitive tasks accomplished varies cultures Cultural: specific cognitive tasks accomplished varies cultures

13. Vygotsky’s Sociocultural Theory Continuous: quantitative Continuous: quantitative How does cognitive change happen? Socially: cognitive development originates in social interaction Socially: cognitive development originates in social interaction Cultural: specific cognitive tasks accomplished varies cultures Cultural: specific cognitive tasks accomplished varies cultures When does cognitive change happen? Zone of proximal development: Zone of proximal development: range of ability with and without help from knowledgeable other

14. Zone of Proximal Development Ability to perform cognitive task Independent performance (developmental level) Cannot perform task

15. In-class Activity 3 The purpose of this assignment is to evaluate whether the concepts discussed in the book and class about perceptual and cognitive development in infancy are implemented in the “real world” of infant toy development.