1. Module 14
Infancy and childhood
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2. Infantile Amnesia
We do not have memories for autobiographical events that occurred before our first birthdays.
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3. Infant Research: Memory
An intriguing mystery: How do we demonstrate what infants know and remember?
Developmental psychologists study how infants respond to changes in stimuli.
The baby in the photo has learned that her foot kicks move the mobile.
Infants respond to changes in the mobile by slowing their kicks and gazing.
Some 2-month-old infants are able to retain information about the mobile for as long as a month.
Click to reveal bullets.
A variety of experiments with very young children indicate that what the conscious mind is not able to express, the nervous system somehow remembers. The mobile experimental paradigm is very effective because kicking is in the skill repertoire of a 2- to 4- month-old-infant. Once infants begin rolling over, they are more interested in other motor activities.
APA Learning Goal 1: Knowledge Base of Psychology

4. Cognitive Development
Jean Piaget: Children think differently than adults do.
Stage Theory:
- orderly predictable set of changes.
- change is abrupt
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5. Adaptation - formation of schema through experience with world.
Schema change with new experiences.
Assimilation: New info fit into old schema.
Child sees a CAT adds it to their DOG
Schema.
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6. Accommodation : Alteration of existing schema to fit new information.
E.g., Child sees that CATS MEOW.
Does not fit DOG schema. Child forms new
schema. DOGS THAT MEOW.
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7. 4 Stages (mental operations) Sensorimotor Stage Birth - 2 yrs
- learn by manipulating things (cause
and effect) video
- don’t have schema
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8. Object Permanence - understanding that objects continue to exist when out of sight.
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9. Baby physics
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10. First, the infants were shown a display containing a doll
First, the infants were shown a display containing a doll. A screen then rotated up to cover the doll.
The infants then saw a hand move into the display and add another doll.
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11. Finally, the screen dropped and, depending on the experimental condition, revealed either one doll or two dolls.
Infants looked longer at the impossible outcome (one doll) than the possible outcome (two dolls).
(Wynn, 2000)
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12. Egocentric - don’t understand that others see the world differently.
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13. Self Concept Rouge test (self-recognition test)
Module 14 & 15 pt 2

14. Theory of Mind – able to reflect on the contents of one's own and other's minds.
For many of those with autism or Asperger's, mindblindness, or lack of Theory of Mind creates major barriers to communication and closeness.  These barriers often lead to those nearest to the individual feel, whether real or perceived, a lack of empathy from the individual.   
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15. Someone who has a full grasp of Theory of Mind will immediately know that Sally will look where she last left the ball. She does not know that the ball has been moved.   A person with poor Theory of Mind skills will believe that Sally will look for the ball in the box, because they do not fully grasp that Sally will not know what Ann has done.  
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16. Real Life example of Egocentrism From Rage against the Minivan Link
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17. 2) Pre-operational Stage (2 - 7 yrs) - have schema (Symbolic Thought)
- can develop language
- can play “make-believe”
Irreversibility
Centration
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Click on photo to see video

18. Lack Understanding of Conservation Changing appearance (shape) does
not change physical properties (Amount).
Click on photo to see video
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23. Video - conservation
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24. 3) Concrete Operations (7 to 11 yrs)
- begin to understand logical thought.
Reversibility
Causal relationships
Restricted to concrete reasoning
- things they know about.
What if people did not have thumbs??
Click here for video.
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25. 4) Formal Operations (12 to adulthood)
Can think in the abstract
Hypothetico-deductive Reasoning
- develop and test hypothesis.
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26. 1) Ages are wrong! Video begins at 11:55
Criticisms of Piaget
1) Ages are wrong! Video begins at 11:55
Response: Stage not age is important!
2) Gradual changes rather than abrupt.
Domain specific ability!
- object permanence with parents
but not with toys.
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27. 3) Underestimates Social Influences
Vygotsky – zone of proximal development.
(material that is just beyond the ability the child currently possesses).
Scaffolding
Readiness - children only learn when they are ready.
Research shows that interaction and
experiences can speed learning.
Your Baby Can Read?
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29. 4) Overestimates obtainment of formal operational thought!
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30. Are there Cognitive Changes that occur in Later years?
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31. - emotional bond between child and parent.
(Module 14 pgs 188 – 195).
Issues in Infancy – Attachment
- emotional bond between child and parent.
Primate Studies
Harlow’s Monkey’s
Separated newborns
from mothers
Fear Studies
Module 14 & 15 pt 2

32. Preferred contact comfort
Module 14 & 15 pt 2

33. All of the Monkey’s had problems in adulthood
- abnormal social relationships
- abnormal sexual behaviors
inadequate parenting behaviors
Module 14 & 15 pt 2

34. Attachment Differences Strange Situation Test.
Based on behavior classified as
1) Secure Attachment
2) Insecurely Attached
Module 14 & 15 pt 2

35. - better problem solvers - more adaptive to new situations
Long-Term Effects
Securely attached
- more sociable
- better problem solvers
- more adaptive to new situations
- fewer behavior problems
- better adult relationships.
Module 14 & 15 pt 2

36. Why is Attachment so Important? Development of:
- First schema of social relationships
- Self-schema.
- general schema of the world.
Module 14 & 15 pt 2