1. Cognitive Development in Infants & Toddlers
Chapter 5

2. Piaget’s Theory of Genetic Epistemology
Child is an active seeker of information
Major Themes
Method Clinique (clinical method)
Constructivism
Schemes (Schemata)
Organization
Adaptation
Reflective Abstraction

3. Piaget’s Theory of Genetic Epistemology
Method Clinique
Pose problem to the child
Observe child’s attempt to solve the problem
Probe with questions to determine underlying strategy and information needed to solve the problem
Problems:
With prelinguistic infants, inferences must be made

4. Piaget’s Theory of Genetic Epistemology
Constructivism
Each experience is represented in a unique way by each individual
Construction of representation is based on:
History
Strategy
Social/Environmental support

5. Piaget’s Theory of Genetic Epistemology
Scheme (Schemata)
Organized representation of
Actions (e.g. reflexes)
Thoughts (e.g. concepts)
Processes (e.g. problem solving strategies)
Schemata provide the framework with which we interpret new experiences and construct new schemata or integrate new information into existing schemata

6. Piaget’s Theory of Genetic Epistemology
Organization
Across development Schemata are constantly differentiated and integrated
Schemata are organized into increasingly complex systems
Organizations may reflect hierarchical or network organizations

7. Piaget’s Theory of Genetic Epistemology
Adaptation
Tendency of the organism to modify itself to meet environmental demands
System seeks equilibrium with its environment through two processes
Assimilation
Accommodation
Process of reaching equilibrium is termed equilibration

8. Piaget’s Theory of Genetic Epistemology
Reflective Abstraction
Process of construction of an internal representation from external stimuli
Recognition or awareness of some external stimulus
Processing the stimulus in one’s working memory (controlled)
Modification (accommodation) of cognitive structures (schemata) to form a representation of experience

9. Piaget’s Theory of Genetic Epistemology
Stages of Cognitive Development
Qualitatively different ways of knowing the world
Sequence is universal
Timing of onset of each stage is unique and depends on
Neurological maturation
Experience with others and the outside world

10. Piaget’s Theory of Genetic Epistemology
Sensorimotor (Infancy-Early toddlerhood)
Preoperational (Early childhood)
Concrete Operational (Middle childhood)
Formal Operational (Adolescence)

11. Piaget’s Theory of Genetic Epistemology
Characteristics of Sensorimotor Thought
Knowledge is based on direct sensory and motor experience
Mental representation is based on direct representation of sensory and motor experience
Symbolic representation emerges late in the stage
Key accomplishments:
Person permanence
Object permanence
Symbolic representation
Sense of intentionality and primitive cause-effect

12. Piaget’s Theory of Genetic Epistemology
Stages of Sensorimotor Thought
Primary Reflexes
Primary Circular Reactions
Secondary Circular Reactions
Coordination of Secondary Schemes
Tertiary Circular Reactions
Transition to Symbolic Thought

13. Language Development in Infancy & Toddlers
What is language?
Semanticity—symbolic representation of object, actions, events, concepts
Productive—seemingly infinite combinations of words that lead to utterances that can be understood
Displacement—allows reference to objects, actions, events, and concepts in their absence
Arbitrary—no direct relationship between the sound and structure of a word and the object, action, event, or concept it represents

14. Language Development in Infancy & Toddlers
Structures of Language
Phonology/Grapheme
Morphology
Syntax
Semantics
Pragmatics

15. Language Development in Infancy & Toddlers
Theories of Language Development
Learning/Environmental Theories
Skinner—Operant Conditioning
Bandura—Vicarious Learning (modeling and imitation)
Nativist Theory
Chomsky—Language Acquisition Device (innate structure containing universals of language)

16. Language Development in Infancy & Toddlers
Nativist Theory
All physiologically intact humans have capacity to develop language
Unclear whether non-human animals develop language
Physical structures specialized for language
Wernicke’s area—comprehending words and producing spoken and written langauge
Broca’s area—production of speech
Sensitive periods render the young child at an advantage in learning language

17. Language Development in Infancy & Toddlers
Nativists critiqued based on
Lack of evidence of innate knowledge of “universals of language”
Lack of experimental studies to refute nativists’ assumptions (depravation studies)

18. Language Development in Infancy & Toddlers
Interaction Theories:
Cognitive:
Language and cognition are directly linked
As cognitive development proceeds, children move through increasingly complex representational systems (e.g. object permanence to utterances)
Connectionist or Network models seem to be most persuasive for the cognitive approach; increased complexity of networks are linked to increased facility with language (support from empirical rsch and computer simulations

19. Language Development in Infancy & Toddlers
Social Interactionist
Biopsychosocial Model of language development
Interactions with others in the environment (ala Vygotsky’s ideas)
Appropriate stimulation during sensitive periods
Corrections provide feedback and expansion without negative demeanor
Child’s gestures coupled with words are accepted and recast
Code-switching

20. Language Development in Infancy & Toddlers
Precursors to Language Development in Infancy
Perceptual skills—auditory acuity and discrimination
Social interactions—opportunities to hear the native language
Shared attention to distinctive features [directed by competent language user]

21. Language Development in Infancy & Toddlers
Development of Language through Infancy and Toddlerhood
Prelinguistic
Neonates: reflexive, non-intentional sounds
Young infants (roughly the first 2-4 months)
Variation in cries
Distinctive sounds indicating pleasure
Gazing with apparent intent

22. Language Development in Infancy & Toddlers
Development of Language through Infancy and Toddlerhood
Linguistic/Comunicative
Gestures coordinated with sounds (6 to 8months)
Babbling with presence of syllables (consonant-vowel repetitions; cross cultural)
Echolalia (immediate repetition of words—8-12 months)
Can begin to link gestures with one-word utterances to establish communicative competence

23. Language Development in Infancy & Toddlers
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