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48 Cards in this Set
- Front
- Back
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Piaget hypothesized that cognitive processes develop in an orderly sequence of stages (4). |
• Stage 1: Sensorimotor • Stage 2: Preoperational • Stage 3: Concrete operational • Stage 4: Formal operational |
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Schemes |
-Children’s concepts of the world
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• Cognitive development |
Way of perceiving and mentally representing the world |
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• Assimilation |
-Absorbing new events into existing schemes |
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Accommodation |
-Modifying existing schemes when assimilation does not allow the child to make sense of novel events |
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Sensorimotor Stage
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• Refers to 0-2 years of cognitive development |
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Sensorimotor Stage First substage |
(1st month after birth) -Dominated by assimilation of sources of stimulation into inborn reflexes such as grasping, visual tracking |
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Second substage |
(1 to 4 months) Primary circular reactions -characterized by beginnings of the ability to coordinate various sensorimotor schemes -focus on the infant’s own body rather than on external environment |
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Third substage (4 to 8 months) |
Secondary circular reactions -include repeated patterns of activity due to effect on the environment -focus shifts objects and environmental events |
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Fourth substage (8 to 12 months) |
-Infants begin to show intentional, goal-directed behavior in which they differentiate between the means of achieving a goal and the goal or end itself |
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Fifth substage (12 to 18 months) |
Tertiary circular reactions -purposeful adaptations of established schemes to specific situations |
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Sixth substage (18 to 24 months) |
-Transition between sensorimotor development and the development of symbolic thought -External exploration replaced by mental exploration -Use imitation to symbolize or stand for a plan of action |
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Object permanence |
-Recognition that an object or person continues to exist when out of sight -Advances in the development of the object concept by about the sixth month |
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Evaluation of Piaget Confirmation |
• Remains a comprehensive model of infant cognition • Many of his own observations of his own infants have been confirmed by others. • Pattern and sequence of events he described have been observed among American, European, African, and Asian infants |
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Piaget Criticisms |
– Cognitive development not as tied to discrete stages – Emphasis on maturation with exclusion of adult and peer influences on cognitive development – Underestimation of infants’ competence • Infants display object permanence earlier than Piaget believed. • Infants display deferred imitation as early as 9 months and not 18 months as Piaget believed. |
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Memory |
• Memory improves between 2 and 6 months of age. • Older infants more capable of encoding than younger ones • Infant memory can be improved if infants receive a reminder |
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Deferred Imitation |
-Imitation of actions after a time delay occurs as early as 6 months -Imitation of neonates likely reflexive |
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Mirror Neurons |
• Activated when the individual performs a motor act or observes another individual engaging in the same act • Also connected with emotions in humans – The frontal lobe is active when people experience emotions such as disgust, happiness, pain, and also when they observe another person experiencing an emotion • Has been suggested that mirror neurons are connected with the built-in human capacity to acquire language |
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Bayley Scales of Infant Development |
-Consists of 178 mental-scale items and 111 motor-scale items -Mental scale assesses verbal communication, perceptual skills, learning and memory, and problem-solving skills -Motor scale assesses gross and fine motor skills -Behavior rating scale based on examiner observation of the child during the test also used • Testing used to identify handicaps |
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Instability of Intelligence Scores Attained in Infancy |
• Scores obtained during first year of life correlated moderately with scores obtained a year later. • Bayley scales and socioeconomic status were able to predict cognitive development among LBW children from 18 months to 4 years. • Bayley and other scales do not predict school grades or IQ scores very well. • Bayley scales are best at identifying gross lags in development and relative strengths and weaknesses |
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Visual recognition memory |
- Ability to discriminate previously seen objects from novel objects; procedure based on habituation |
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Use of visual recognition memory |
Children with greater visual recognition memory attained higher IQ scores. • Individual differences in capacity for visual recognition memory are stable. • Capacity for visual recognition memory increases over first year after birth. • Studies on visual recognition memory and later IQ scores show good predictive validity for broad cognitive abilities throughout childhood. |
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Cooing |
(2nd month) -Infants use tongues, vowel-like sounds -Appears to be linked to pleasure |
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Babbling |
(6-9 months) -Combination of consonants and vowels |
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Echolalia |
(10-12 months) -Infants repeat syllables |
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Intonation |
(end of 1st year) -Use of patterns that rise and fall; resembles adult speech |
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First word |
-Spoken between 11-13 months -Brief and consist of one or two syllables |
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Vocabulary acquisition and vocab #s by age |
-Slow at first -3 or 4 months from when the first word is spoken, children learn 10-30 words -18-month-old vocabulary may be 50 words -22-month-old vocabulary may be 300 words |
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General nominals |
-Similar to nouns -Includes names of classes of objects • |
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Specific nominals - |
-Proper nouns |
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Overextension |
– Children extend the meaning of one word to refer to things and actions for which they do not have words. – Overextensions gradually pulled back to proper references |
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Telegraphic speech |
-Brief expressions that have meanings of sentences |
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Mean length of utterance (MLU) |
-Average number of morphemes that communicators use in their sentences |
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Morphemes |
-Smallest units of meaning in a language -e.g. Walked is two morphemes: walk = verb, -ed = past-tense suffix MLU increases rapidly once speech begins |
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Holophrases |
-Single words that are used to express complex meanings -e.g., “Mama” means… “There goes Mama” |
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Telegraphic speech |
-Two-word sentences -e.g., “That ball”; words is and a are implied -Shows understanding of syntax -Rules in a language for placing words in order to form sentences |
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Theories of Language Development • Nurture view |
-Holds that a child learns the language that the family speaks |
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Imitation |
-Children learn language, at least in part, by observation and imitation. - |
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Reinforcement |
-Children learn language due to the social cues of smiling, stroking, and talking back to them. |
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Extinction |
-Foreign sounds drop out due to the lack of reinforcement.
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Shaping |
Reinforcing children’s utterances as they approximate actual words (may be selective |
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Theories of Language Development (cont’d) • Nature |
-Holds that children have inborn tendency in the form of neurological “pre-wiring” to language learning |
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Psycholinguistic theory |
-Language acquisition involves interaction between environmental influences. -Innate tendency labeled language acquisition device (LAD) -Inborn tendency supported by studies of deaf children and in the language development among all languages |
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Surface and deep structure |
-On the surface, languages differ in vocabulary and grammar. -However, languages share “universal grammar” allowing for transforming ideas into sentences. |
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____________ maintains children are genetically pre-wired to attend to language and deduce the rules for constructing sentences from ideas. |
Chomsky |
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The Sensitive Period (in language development) |
• Language learning most efficient beginning at 18 to 24 months (sensitive period) |
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Key factors of sensitive period of language development |
During this period, neural development provides plasticity of the brain. • Damage to the brain easier to heal the younger the child • Social contacts important in the development of language • Malnutrition and abuse can contribute to poor language learning and ability. |
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