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55 Cards in this Set
- Front
- Back
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3 perspectives on early cognitive development
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Info processing
Piaget Cognitive Developmental Theory Vygotsky's sociocultural theory |
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Scheme
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Piaget
Specific structure of making sense of experiences changes with age |
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Adaptation
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building schemas through direct interaction with environment
2 parts: assimilation and accomodation |
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Assimilation
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use current schemas to interperet the world
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Accommadation
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how schemes are created and old ones adjusted to produce a better fit with environment
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Organization
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Piaget
internal rearrangement and linking together of schemes so they form strongly interconnected cognitive system |
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Circular Reaction
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Piaget
means of building schemes in which infants try to repeat a change event caused by their own motor activity |
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Progression of Piaget's sensorimotor stage
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1. Newborn reflexes
2. Motor habits centered around infant's own body 3. Actions aimed at repeating interesting effects with environment; imitation 4. Goal-directed behavior 5. Exploration of objects by acting in novel ways 6. Internal depictions of objects and events |
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Object permanence
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understanding that objects continue to exist when out of sight
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A not B search error
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Error made by 8 to 12 mo who after object has been moved from hiding place A to hiding place B, search for it in first place A
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Mental representations and deferred imitation and make-believe play
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Use IMAGES and CONCEPTS to project mental pictures of things in thinking
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Deferred imitation
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ability to remember and copy behavior of models who are not present
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Weaknesses in Piaget's theory
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First signs of object permanence, deferred imitation and problem solving by analogy occur sooner than Piaget
Continuous, not step wise growth |
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Violation of expectation method
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Researchers habituate babies to physical event then determine whether infants look longer at a new expected or impossible event (dishabituation/recovery)
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Criticisms of violation of expectation method
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Indicates limited awareness of physical events, not conscious understanding of surroundings
reveals only babies perceptual preference for novelty |
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Core knowledge perspective
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infants are born with set of innate knowledge systems each of which permits a ready grasp of new, related information
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Criticisms of core knowledge perspective
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Says little about which experiences are most important in each domain of thought and how experiences advance childrens thinking
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Differences between Info Processing and Piaget
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Focus on attention, memory and categorization, complex problem thinking; precise and specific
Want to know exactly what different ages do when faced with task |
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Focuses of Info Processing
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Short term memory, long term memory, sensory register
attention, probl solving, categorization |
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Recognition vs Recall
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Recognition - noticing when stimulus is identical or similar to one previously experienced
Recall must generate mental image of past experience without perceptual support; more challenging |
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Autobiographical memory
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representations of special one-time events that are long-lasting because they are imbued with personal meaning
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Infantile amnesia
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inability of most people to recall events that happened to them before age 3; did not have language to express/reinforce autobiographical language
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Piaget, Info Processing, Vygotsky
Continuous or discontinuous? |
Piaget - dis
Info Processing - con Vygotsky - both |
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Vygotsky's Sociocultural Theory
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Emphasizes that kids live in rich social and cultural contexts that affect the way their cognitive world is structured
Complex mental acitivities have origins in social interaction |
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Zone of Proximal Development
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range of tasks child cannot yet handle alone but can do with help of more skilled adults
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Piaget vs Vygotsky view on make believe play
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Piaget - toddlers discover make believe independently, once they are capable of representation schemes
Vygotsky - make believe is first learned under the guidance of experts |
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Intelligence tests in infancy and when child is older
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Do not predict later mental test scores
Ok for making long-term predictions for extremely low scoring babies Helpful for screening |
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Relationship between speed of habit/dishabit on object permanace and later scores
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Effective indivator of intelligence, memory, quickness and prob solving
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Relationship between quality of child care and cognitive development
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Regardless of class, poor quality child care score lower on cognitive and social skills
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Quality of childcare in US vs other countries
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European countries and Austrailia have childcare national program, much better than US and Canada
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Results of early invention with at risk infants vs schoolage kids
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The earlier the intervention begins, the longer it lasts and greater the scope and intensity and better cognitive performance
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3 Theories of Language development
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Behaviorist
Nativist Interactionist |
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Behaviorist view on language development and criticism
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Operant conditioning: baby makes imitations/sounds, reinforced by smiles and hugs
BUT kids create new phrases not copied or heard of |
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Relationship between quality of child care and cognitive development
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Regardless of class, poor quality child care score lower on cognitive and social skills
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Quality of childcare in US vs other countries
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European countries and Austrailia have childcare national program, much better than US and Canada
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Results of early invention with at risk infants vs schoolage kids
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The earlier the intervention begins, the longer it lasts and greater the scope and intensity and better cognitive performance
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3 Theories of Language development
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Behaviorist
Nativist Interactionist |
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Behaviorist view on language development and criticism
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Operant conditioning: baby makes imitations/sounds, reinforced by smiles and hugs
BUT kids create new phrases not copied or heard of |
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Nativism on Language development and criticisms
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Chomsky - language too complex to be learned; some innate system that has universal grammar (LAD)
BUT univerisal grammar never has been found, kids refine grammar gradually |
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LAD
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Language Acquisition Device -Innate system that has universal grammar (set of rules common to all languages)
Lets kids combine words into sentences no matter what language when they learn enough words |
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Interactionism on Language development
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Interaction between innate skills and environment
Info processing vs social skills emphasized, disagree whether or not special language structures innate |
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Sensitive period of language development evidence
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Language competence of deaf adults who learned sign language at diff ages
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Age of Milestones in Language Development
2 mo 4 mo 6 mo 8-12 mo 12 mo 18-24 mo |
2 mo - cooing
4 mo - observe 6 mo - babble 8-12 mo - comprehend words, establish joint attention, gestures 12 mo - intonations and patterns of language, say first word 18-24 mo - vocab expands to 50-200 words, toddlers combine 2 words |
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Joint attention
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State in which child and caregiver attend to same thing and caregiver comments on what child sees
reinforces meaning, show faster vocab development |
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Taking turn games (peek a boo)
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practice turn taking of human conversation
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Underextension
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early vocab error in which word applied too narrowly
bear only to stuffed animal |
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Overextension
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word is applied too broadly; more common
dog for all furry animals |
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Telegraphic speech
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two word utterances that omit smaller and less important words
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Language comprehension and production timing
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Comprehension (recog) develops before production (recall)
5 mo difference |
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Referential style
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toddlers use language to label object
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Expressive style
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use language to talk about own feeling and needs, emphasis on social formulas and pronouns
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Referential and expressive styles and culture
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Nouns used more in english speaking
Verbs and social routine more in Chinese and Korean |
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Child directed speech
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adults use to speak to young kids; short sentences with high pitched exaggerated expression, clear pronunciation, clear gestures
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Factors important for deaf kids
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Parent0child communication
visual cues |
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Phoneme
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smallest unit of meaningful speech sound
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