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Children

6. Children. Cognitive Development In Infancy. Piaget’s Theory of Infant Development. Cognitive Processes. Adaptation: adjusting to new environments Mental structures help us adapt Children actively construct their own cognitive worlds

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Children

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  1. 6 Children Cognitive Development In Infancy

  2. Piaget’s Theory of Infant Development Cognitive Processes • Adaptation: adjusting to new environments • Mental structures help us adapt • Children actively construct their own cognitive worlds • Schemes: mental representations or actions that organize knowledge • Assimilation: incorporating new information • Accommodation:adjusting schemes to fit new information and experiences

  3. Piaget’s Theory of Infant Development Cognitive Processes • Organization – grouping isolated behaviors and thoughts into higher-order system • Equilibrium – mechanism for shifting from one level of thought to another • Disequilibrium – result of cognitive conflict • Cognition: qualitatively different in each stage of development

  4. Piaget’s Theory of Infant Development Sensorimotor Stage • First of Piaget’s stages • Lasts from birth to about 2 years of age • Infants construct understanding of the world by coordinating sensory experiences • Six substages focus on: • Simple reflexes • Primary, secondary, tertitary reactions • Internalization of schemes

  5. Piaget’s Theory of Infant Development Understanding Physical Reality • Object Permanence • Understanding that objects and events continue to exist even when they cannot be seen, heard, or touched • One of infant’s most important achievements, assessed by violation of expectations • Understanding of causality

  6. Piaget’s Theory of Infant Development Object Permanence (a) (b)

  7. Piaget’s Theory of Infant Development The Infant’s Understanding of Causality

  8. Piaget’s Theory of Infant Development Evaluating Piaget’s Sensorimotor Stage • New way of looking at infants • Piaget’s views need modification; his explanations of cause are debated • Object permanence occurs earlier • Distinguishing objects by 3 to 4 months • A-not-B error: infant selects familiar hiding place (A) rather than new hiding place (B)

  9. How Infants Learn, Remember, and Conceptualize Conditioning • Consequences of behavior produce • Classical conditioning: pairing of new stimulus to conditioned response • Operant conditioning: consequences of behavior affect probability of that behavior reoccurring • Rovee-Collier experiment on memory

  10. How Infants Learn, Remember, and Conceptualize Attention • Focusing of mental resources on select information; helps cognitive processing • Habituation: decreased responsiveness to stimulus after repeated presentations • Dishabituation: habituated response recovered after a change in stimulation • “Short lookers” versus “long lookers” • Joint attention: increases infant ability to learn

  11. How Infants Learn, Remember, and Conceptualize Memory • Retention of information over time • Attention is important forencoding • Implicit memory: recall is automatic • Explicit memory: recall isconscious effort • Infantile or childhood amnesia • Most remember little from first 3 years • Immaturity of prefrontal lobe

  12. How Infants Learn, Remember, and Conceptualize Imitation • Meltzoff – Infant can imitate facial expression within a few days after birth; others disagree • Deferred imitation: imitate actions seen earlier; use of unusual gestures • Piaget: begins about 18 months of age • Meltzoff: begins much earlier than 18 months • Mirror neurons play role in infant imitation

  13. How Infants Learn, Remember, and Conceptualize Concept Formation and Categorization • Categories – grouping objects, events, characteristics by common features • Concepts – ideas on what categories represent • Conceptual categories: perceptual variability found in 7- to 9-month-old infants • Boy and girl differences at early ages

  14. Individual Differences in Infancy Assessed for Predictions Measures of Infant Development • Infant testing movement grew • Gesell: distinguish abnormal babies for adoption agencies • Developmental quotient (DQ): overall developmental score, combines domains • Motor • Language • Adaptive • Personal-social

  15. Individual Differences in Infancy Assessed for Predictions Measures of Infant Development • Bayley Scales of Infant Development • Widely used in infant assessment • Bayley-III (current version) has 5 scales • Infant focus: cognitive, language, motor • Caregiver views: socio-emotional, adaptive • More appropriate in clinical settings • Assesses infant, predicts later behavior

  16. Individual Differences in Infancy Assessed for Predictions Measures of Infant Development • Fagan Test of Infant Intelligence • Increased use; focus on infant ability to process information • Encoding attributes of objects • Detecting object similarities and differences • Forming and retrieving mental representations • Similar infant performances across cultures

  17. Individual Differences in Infancy Assessed for Predictions Measures of Infant Development • Fagan Test of Infant Intelligence • Increased use; focus on infant ability to process information • Encoding attributes of objects • Detecting object similarities and differences • Forming and retrieving mental representations • Similar infant performances across cultures

  18. Individual Differences in Infancy Assessed for Predictions Predicting Intelligence • Older children – IQ tests focus on verbal ability • Infants – IQ tests focus on perceptual-motor development and social behavior • Gesell and Bayley scales: poor predictors • Fagan: good correlation with later IQ tests • Habituation and dishabituation linked to IQ

  19. Early Environmental Influences on Cognitive Development Nutrition • Research shows: • Affects physical development • Increases susceptibility to disease • Malnutrition limits cognitive development • Successful intervention includes: • Standard nutritional care • Psychosocial: home visits, infant play sessions, group meetings with mother

  20. Early Environmental Influences on Cognitive Development Poverty • Positive effects sought by manipulating children’s early environments • Emphasis on prevention, not remediation • Early intervention programs vary • IQ increases vary • Intensity varies; long and short term • Center-based and home visits • Direct educational benefits; often done in educational context

  21. Nature of Language and How it Develops in Infancy Defining Language • Language • Form of communication (verbal, written, gestures) based on system of symbols; highly organized • Infinite generativity • Ability to produce endless number of meaningful sentences using finite set of words and rules

  22. Nature of Language and How it Develops in Infancy Language’s Rule Systems • Five systems of rules • Phonology: basis for constructing sets of words • Phoneme: smallest unit of sound • Morphology: units of meaning in forming words • Morpheme: smallest unit of meaning • Syntax: ways of combining words • Semantics: meanings of words, sentences • Pragmatics: language use in proper context

  23. Nature of Language and How it Develops in Infancy How Language Develops • Birth to 6 mos: ‘citizens of the world’ • Babbling and vocalizations • Crying: present at birth, signals distress • Cooing: begins about 1 to 2 months • Babbling: occurs in first year, strings of consonant-vowel combinations • Gestures: begins about 8 to 12 months

  24. Nature of Language and How it Develops in Infancy How Language Develops • First words at 10 to 15 months • First words name important people, familiar animals and objects, body parts, greetings • Infants understand about 50 words at 13 months (receptive vocabulary) • Vocabulary spurt about 13 months • Overextension and underextension of words • Telegraphic speech: two-word utterances

  25. Nature of Language and How it Develops in Infancy Biological and Environmental Influences • Biological • Evolution of CNS and vocal apparatus • Human language about 100,000 years old • Children’s language acquisition similar all over the world (biological basis)

  26. Nature of Language and How it Develops in Infancy Biological and Environmental Influences • Biological • Broca’s area: left frontal lobe, produces words • Wernicke’s area: left hemisphere, involved in language comprehension • Aphasia: damage causes loss/impairment of language processing • Chomsky: L.A.D. is theoretical construct

  27. Broca’s Area and Wernicke’s Area

  28. Nature of Language and How it Develops in Infancy Biological and Environmental Influences • Environmental Influences • Behaviorists: language is complex, learned • Behaviorists’ view cannot explain novelty, learning of a native language syntax without reinforcements • Research • Environment influences language skills • Importance of social context: ‘Wild Boy of Aveyron’

  29. Nature of Language and How it Develops in Infancy Diversity in Children’s Development • Child’s language development affected by • Family socioeconomic status • Frequency of parental talk • Mother’s verbal response to infant • Child-directed speech • Recasting: rephrasing child’s words • Expanding: restating child’s words • Labeling: identifying names of objects • Encouragement is key

  30. 800 Professional 600 Parent utterances to child per hour 400 200 0 10 14 18 22 26 30 34 38 Age of children (months) Language Input in Professional and Welfare Families and Young Children’s Vocabulary Development Welfare

  31. 1200 1000 Professional 800 Children’s cumulative vocabulary words 600 400 Welfare 200 0 10 14 18 22 26 30 34 38 Age of children (months) Language Input in Professional and Welfare Families and Young Children’s Vocabulary Development

  32. Nature of Language and How it Develops in Infancy Interactionist View of Language Development • Biology and sociocultural experiences contribute to language development • Parents and teachers construct LASS— language acquisition support system • Children acquire native language without explicit teaching

  33. 6 The End

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