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31 Cards in this Set
- Front
- Back
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Piaget's Theory; Schemas |
Organized mental structures we use to make sense of experience Schemas change with age: first schemas: sensorimotor action patterns. "when I'm in my crib and I kick, things move" later schemas: deliberate and creative. "When I throw my spoon, mommy picks it up" |
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Assimilation and Accommodation |
Cognitive equilibrium: stready, comfortable state Characterized by assimilation more than accommodation Cognitive disequilibrium: state of cognitive discomfort shift from assimilation toward accomodation |
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Sessorimotor stage |
Birth to age 2 years Building schemas through sensory and motor exploration Circular reactions |
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Sensory Substages: Reflexive Schemas (birth -1 month) |
Newborn Reflexes |
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Sensory Substages: Primary circular reactions (1-4 months) |
Simple motor habits centered around own body |
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Sensory Substages: Secondary circular reactions (4-8 months) |
Repetition of interesting effects, imitation of familiar behaviors |
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Sensory Substages: Coordination of Secondary circular reactions (8- 12 months) |
Intentional, goal directed behavior, beginning with object permanence |
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Sensory Substages: Tertiary circular reactions (12- 18 months) |
Exploration of object properties through novel actions |
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Sensory Substages: Mental representation (18 months - 2 years) |
Internal depiction of objects and events, advanced object permanence (invisible displacement) |
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Object Permanence |
Understanding that objects continue to exist when out of sight Awareness not yet complete: A-not-B search error 10 month old passes object permanence but not A-not-B test |
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Mental Representation |
Internal depictions: images (objects, people,space) concepts (groups of similar objects or events) Representation permits advanced objects permanence; able to find items hours or days later deferred imitation: able to remember and imitate after some delay make believe play |
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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 |
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Evaluation of Sensorimotor Stage: Capacities that develop when Piaget suggested |
Object research A-not B Make believe play |
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Evaluation of Sensorimotor Stage: Capacities that develop earlier than Piaget suggested |
Object permanence Deferred imitation Problem solving analogy |
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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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Suggested Domain of Core Knowledge |
Physical: Object permanence, object solidity, and gravity Linguistic: rules of sentence organization Psychological: understanding of mental states, emotions, desires Numerical: Understanding of amount |
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Infants Numerical Knowledge |
Research suggest that infants can discriminate quantities up to 3 perform simple addition and subtraction represent large number values Findings are controversial |
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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 |
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Managing the Cognitive System's Activities |
Central executive directs flow of information coordinates incoming information utilizes strategies that facilitate memory stage, comprehension, reasoning, and problem solving Automatic processes require no space in working memory can be done while focusing on other information |
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Cognitive Gains in Infancy and Toddlerhood |
Attention: improved efficiency, ability to shift focus less attraction to novelty, impoved 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 |
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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 |
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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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Computing Intelligence Test Scores |
Intelligence quotient (IQ): comparison with typical performance for age standardization normal distribution: bell-shaped curve |
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Theories of Language Development Nativist (Chomsky) |
Language Acquisition Device (LAD) contains universal grammar infants biologically prepared to learn language |
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Theories of Language Development Interactionist |
interaction between inner capacities and environmental influences social-interactionist view: emphasizes social skills and language experiences |
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Getting ready to talk |
First speech sounds: cooing- 2 months Babbling- 6 months Sounds common in spoke language- 7 months Babbling sounds like spoken language- 10 months Becoming a communicator: joint attention give and take preverbal gestures |
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Starting to talk |
First Words: underextension overextension Two Word Utterance: telegraphic speech: "mommy shoe" or "Go Car" copies adult word pairing |
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Individual and Cultural Differences |
Gender: female obtain vocabulary faster Temperament: outgoing Enviorment: verbal stimulation Characteristics of native language |
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Infant Direct Speech |
Short Sentences High Pitched Exaggerated expression |
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Supporting Early Language Learning: With Infants |
Respond to coos and babbles Establish joint attention Use infant-directed speech Play social games |
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Supporting Early Language Learning: With Toddlers |
Engage in joint make believe Engage in frequent conversations Read often and talk about books |
