1. Chapter 5 Cognitive Development in Infancy and Toddlerhood

2. Cognitive Development in Infancy and Toddlerhood (1/4)
Piaget’s cognitive development theory
Adaptation through action
Sensorimotor Stage: towards the symbolic process (0-2 years)
Baby learning from TV?

3. Cognitive Development in Infancy and Toddlerhood (2/4)
Piaget’s cognitive development theory (cont’d)
Beyond Piaget
Violation of Expectation (Renee Baillargeon)
Core Knowledge

4. Cognitive Development in Infancy and Toddlerhood (3/4)
Information processing theory
Standard 3-stage model
Attention and memory
Vigotsky: social context of early cognitive development

5. Cognitive Development in Infancy and Toddlerhood (4/4)
Individual differences in early cognitive development
Bayley Scales
Universal preschool?
Language Development
The course of development
Theories

6. Piaget’s theory of cognitive development:
Building Schemes
Adaptation
Building schemes through direct interaction with environment
Assimilation
Using current schemes to interpret the external world
Accommodation
Adjusting old schemes and creating new ones to better fit environment

7. Piaget: Assimilation and Accommodation
Assimilation: applying familiar schemes
Accommodation: learning new schemes
Equilibration: alternating between assimilation and accommodation

8. Piaget: Sensorimotor Stage
Birth to age 2 years
Building schemes through sensory and motor exploration
Circular reactions
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9. Piaget: Sensorimotor Substages
Reflexive schemes (birth–1 month)
Newborn reflexes
Primary circular reactions (1–4 months)
Simple motor habits centered around own body
Secondary circular reactions (4–8 months)
Repetition of interesting effects; imitation of familiar behaviors
Coordination of secondary circular reactions (8–12 months)
Intentional, goal-directed behavior; beginning object permanence
Tertiary circular reactions (12–18 months)
Exploration of object properties through novel actions
Mental representation (18 months–2 years)
Internal depictions of objects and events; advanced object permanence (invisible displacement)

10. Piaget: Object Permanence
Understanding that objects continue to exist when out of sight
Revealed by retrieval of hidden objects
Awareness not yet complete: A-not-B search error
Full understanding revealed by problems involving invisible displacement

11. Piaget: Mental Representation
Internal depictions:
images (objects, people, spaces)
concepts (groups of similar objects or events)
Representation permits
advanced object permanence
deferred imitation
make-believe play
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12. Beyond Piaget: Violation-of-Expectation
Figure 5.1
(Adapted from R. Baillargeon & J. DeVos, 1991, “Object Permanence in Young Infants: Further Evidence,” Child Development, 62, p © 1991, John Wiley and Sons. Reproduced with permission of John Wiley & Sons Ltd.)
Figure 5.1 Testing young infants for understanding of object permanence using the violation-of-expectation method
Video: Renee Baillargeon's research

13. Deferred Imitation 6 weeks: imitates facial expressions
6–9 months: copies novel actions with objects
12–14 months: imitates rationally
14–18 months: imitates actions that are intended but not completed

14. Evaluation of the Sensorimotor Stage
Capacities that develop when Piaget suggested
Object search
A-not-B
Make-believe play
Capacities that develop earlier than Piaget suggested
Object permanence
Deferred imitation
Problem solving by analogy
Some suggest infants are born with core knowledge in several domains.

15. Core Knowledge Perspective
Babies are born with a set of core domains of thought:
innate, special-purpose knowledge systems
permit a quick grasp of related information
support rapid early development
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16. Suggested Domains of Core Knowledge
Physical
Linguistic
Psychological
Numerical
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17. Infants’ Numerical Knowledge
Research suggests that infants can
discriminate quantities up to 3
perform simple addition and subtraction
represent large-number values
Findings are controversial
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18. Piaget’s Sensorimotor Stage Revisited
(Compare to Table 5.1)
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19. III. Information Processing
Sensory register: sights and sounds are represented directly, stored briefly
Short-term memory store:
attended-to information is retained briefly and “worked” on
working memory: number of items that can be briefly held in mind while engaging in some effort to manipulate them
Long-term memory: permanent knowledge base

20. 3-Stage Model of Information Processing
Figure 5.3 Model of the human information-processing system
Figure 5.3

21. Managing the Cognitive System’s Activities
Central executive
directs flow of information
coordinates incoming information with information already in the system
selects, applies, and monitors strategies that facilitate memory storage, comprehension, reasoning, and problem solving
Automatic processes
require no space in working memory
can be done while focusing on other information

22. Improvement in the Cognitive System
Increase in basic capacity of memory stores, especially working memory
Increase in speed with which information is worked on
Improvements in executive function

23. Cognitive Gains in Infancy and Toddlerhood
Attention
improved efficiency, ability to shift focus
less attraction to novelty, improved sustained attention
Memory
longer retention intervals
development of recall by second half of first year
Categorization
gradual shift from perceptual to conceptual categorization in toddlerhood

24. Development of Categorization
Perceptual
First categories are based on physical properties
By 6 months, babies categorize on basis of two correlated features
Conceptual
Shift to categories based on common function or behavior during toddlerhood

25. III. Vygotsky’s Sociocultural Theory
Complex mental activities develop through joint activities with more mature members of child’s society
Zone of proximal development: tasks too difficult for child to do alone but possible with help of more skilled partners
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26. IV. Individual Differences: Infant and Toddler Intelligence Tests
Bayley Scales:
Cognitive
Language
Motor
Social-Emotional
Adaptive Behavior
Predict later intelligence poorly
Largely used for screening
© mangostock/Fotolia

27. Computing Intelligence Test Scores
Intelligence quotient (IQ): comparison with typical performance for age
standardization
normal distribution: bell-shaped curve
Infant tests and later performance:
largely used for screening

28. Normal Distribution of IQ Scores
Figure 5.6 Normal distribution of intelligence test scores
Figure 5.6

29. Developmentally Appropriate Infant and Toddler Child Care
Physical setting
Toys and equipment
Caregiver–child ratio
Daily activities
Interaction among adults and children
Caregiver qualifications
Relationships with parents
Licensing and accreditation
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30. IQ Scores of Treatment and Control Children in the Carolina Abecedarian Project
Figure 5.7 IQ scores of treatment and control children from infancy to 21 years in the Carolina Abecedarian Project
Figure 5.7
(Adapted from Campbell et al., 2001.)

31. Costs and Benefits per Participant of Preschool: “First Five” summary
a commission established as a result of the passage of Proposition 10 (California)
Funded by tobacco tax revenue for education, health and childcare programs serving children 0-5 and their families, including universal pre-kindergarten
”A large and growing body of research shows that investing in high-quality
pre-kindergarten education yields benefits for children, schools, and
communities…
“Oklahoma, another state with pre-k for all children, has documented
significant academic gains across all income and racial groups.
Participation in pre-k was a more powerful predictor of children’s
pre-reading and pre-writing scores than demographic variables such
as race, family income, and mother’s education level.”
Figure 5.7 IQ scores of treatment and control children from infancy to 21 years in the Carolina Abecedarian Project

32. Costs and Benefits per Participant of Preschool: “First Five” summary
"
Figure 5.7 IQ scores of treatment and control children from infancy to 21 years in the Carolina Abecedarian Project

33. V. Theories of Language Development
Nativist (Chomsky)
Language Acquisition Device (LAD)
contains universal grammar
infants biologically prepared to learn language
Interactionist
interaction between inner capacities and environmental influences
social-interactionist view: emphasizes social skills and language experiences

34. Getting Ready to Talk First speech sounds: Becoming a communicator:
cooing
babbling
Becoming a communicator:
joint attention
give-and-take
preverbal gestures
© Pavel L Photo and Video/Shutterstock

35. Starting to Talk First words: Two-word utterances: underextension
overextension
Two-word utterances:
telegraphic speech
copies adult word pairings
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36. Individual and Cultural Differences
Gender
Temperament
Environment:
verbal stimulation
characteristics of native language
© Mastering_Microstock/Shutterstock

37. Supporting Early Language Learning
With infants
Respond to coos and babbles
Establish joint attention
Use infant-directed speech
Play social games
With toddlers
Engage in joint make-believe
Engage in frequent conversations
Read often and talk about books

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