Infancy (Part 2)

Piaget’s Cognitive Development Infant Learning Action = Knowledge Knowledge is a product of motor behavior As infants experience changes in what they can & can’t do, they develop cognitively Schemes : organized patterns of functioning that adapt & change with mental development Assimilation : taking in information that is compatible with what is already known Accommodation : modifying existing knowledge to fit a particular scheme

Infant Learning

Action = Knowledge

Knowledge is a product of motor behavior

As infants experience changes in what they can & can’t do, they develop cognitively

Schemes : organized patterns of functioning that adapt & change with mental development

Assimilation : taking in information that is compatible with what is already known

Accommodation : modifying existing knowledge to fit a particular scheme

Piaget’s Sensorimotor Stage Substages 0 – 1 Month Exercising inborn reflexes 1 – 4 Months Primary circular reactions 4 – 8 Months Secondary circular reactions 8 – 12 Months Coordination of secondary circular reactions 12 – 18 Months Tertiary circular reactions 18 – 24 Months The beginnings of thought Appraising Piaget Pro Descriptions of cognitive development are generally accurate Excellent observations of children Children learn by acting on their world Con Parts of theories not verified by research Stages not stop-&-go Development is grounded in motor activity Infants imitate facial expressions Based on Western cultures

Substages

0 – 1 Month

Exercising inborn reflexes

1 – 4 Months

Primary circular reactions

4 – 8 Months

Secondary circular reactions

8 – 12 Months

Coordination of secondary circular reactions

12 – 18 Months

Tertiary circular reactions

18 – 24 Months

The beginnings of thought

Appraising Piaget

Pro

Descriptions of cognitive development are generally accurate

Excellent observations of children

Children learn by acting on their world

Con

Parts of theories not verified by research

Stages not stop-&-go

Development is grounded in motor activity

Infants imitate facial expressions

Based on Western cultures

Information Processing Based on ways information is taken in, used, & stored Infants develop cognitively via the ways they use their abilities to organize & manipulate information Cognitive growth is characterized by increasing sophistication, speed, & capacity for information processing Encoding, Storing, & Retrieving Information Encoding Process where information is recorded in a form useable to remember Storing Placing material into memory Retrieving Process by which stored information is located, brought to awareness, & used

Based on ways information is taken in, used, & stored

Infants develop cognitively via the ways they use their abilities to organize & manipulate information

Cognitive growth is characterized by increasing sophistication, speed, & capacity for information processing

Encoding, Storing, & Retrieving Information

Encoding

Process where information is recorded in a form useable to remember

Storing

Placing material into memory

Retrieving

Process by which stored information is located, brought to awareness, & used

Infant Memory Memory Capabilities Some memory capacities exist Capabilities increase with age The more memory is retrieved the stronger it becomes Duration of Memories Infantile amnesia Lack of memory for experience prior to 3 years of age Infants do retain memories Memories are influenced by interference Infant memories do not last into adulthood

Memory Capabilities

Some memory capacities exist

Capabilities increase with age

The more memory is retrieved the stronger it becomes

Duration of Memories

Infantile amnesia

Lack of memory for experience prior to 3 years of age

Infants do retain memories

Memories are influenced by interference

Infant memories do not last into adulthood

Memory Systems Explicit Memory Information purposely committed to memory Can be recalled by conscious recollection Implicit Memory Information not purposely committed to memory Motor skills, habits, etc. Does not involve conscious effort

Explicit Memory

Information purposely committed to memory

Can be recalled by conscious recollection

Implicit Memory

Information not purposely committed to memory

Motor skills, habits, etc.

Does not involve conscious effort

Intelligence Developmental Scales Used to measure infant development Gives a developmental quotient Motor skills, language use, adaptive behavior, personal- social Bayley Scales of Infant Development Focus is on mental & motor abilities Not predictive of future development

Developmental Scales

Used to measure infant development

Gives a developmental quotient

Motor skills, language use, adaptive behavior, personal- social

Bayley Scales of Infant Development

Focus is on mental & motor abilities

Not predictive of future development

Individual Differences in Intelligence Intelligence is Seen as a Gradual, Step-by-Step Growth Visual-recognition memory Memory & recognition of a stimulus Faster the recognition presumed more efficient memory Multimodal approach to perception The ability to identify a stimulus previously experienced in one sense through another

Intelligence is Seen as a Gradual, Step-by-Step Growth

Visual-recognition memory

Memory & recognition of a stimulus

Faster the recognition presumed more efficient memory

Multimodal approach to perception

The ability to identify a stimulus previously experienced in one sense through another

Language A systematic, meaningful arrangement of symbols providing the basis for communication Terms Phonology The basic sounds of a language Morphemes The smallest language unit that has meaning Semantics The rules that govern the meaning of words & sentences Comprehension The understanding of speech Linguistic Production The use of a language to communicate Prelinguistic Communication Communication via sounds, imitation, etc. Babbling: Making speech-like, meaningless sounds Begins around 1 year Follows a progression from simple to more complex sounds From 6 months babbling resembles sounds of the language the infant is exposed to Speed of homing in on their own language is related to the speed of later language development

A systematic, meaningful arrangement of symbols providing the basis for communication

Terms

Phonology

The basic sounds of a language

Morphemes

The smallest language unit that has meaning

Semantics

The rules that govern the meaning of words & sentences

Comprehension

The understanding of speech

Linguistic Production

The use of a language to communicate

Prelinguistic Communication

Communication via sounds, imitation, etc.

Babbling: Making speech-like, meaningless sounds

Begins around 1 year

Follows a progression from simple to more complex sounds

From 6 months babbling resembles sounds of the language the infant is exposed to

Speed of homing in on their own language is related to the speed of later language development

First Words Occurs 10 – 14 Months Defining 1 st words is difficult Holophrases One-word utterances that stand as a complete phrase 2-word phrases occur 8 -12 months First Sentences Occurs about 18 months Telegraphic speech: Leaving out non-critical words Underextension: Defining words too narrowly Overextension: Defining words too broadly

Occurs 10 – 14 Months

Defining 1 st words is difficult

Holophrases

One-word utterances that stand as a complete phrase

2-word phrases occur 8 -12 months

First Sentences

Occurs about 18 months

Telegraphic speech: Leaving out non-critical words

Underextension: Defining words too narrowly

Overextension: Defining words too broadly

Approaches to Language Learning Learning Theory Approach Language acquired through reinforcement & conditioning procedures: Shaping Doesn’t explain how children acquire the rules of language Nativist Approach Language is an innate skill There is a “language acquisition device” Language is prewired in the human brain Permits the understanding of language & provides a set of strategies & techniques for learning a particular language There is a genetic predisposition for language comprehension & production Interactionist Approach Language development is produced via a combination of genetic predispositions & environmental circumstances The course of language development is determined by language exposure & reinforcement Speaking to Children Infant-Directed Speech A style of speech characterizing much of verbal communications directed toward infants “ Motherese” Infants exposed to Infant-Directed Speech apparently begin to use words & exhibit linguistic competence sooner

Learning Theory Approach

Language acquired through reinforcement & conditioning procedures: Shaping

Doesn’t explain how children acquire the rules of language

Nativist Approach

Language is an innate skill

There is a “language acquisition device”

Language is prewired in the human brain

Permits the understanding of language & provides a set of strategies & techniques for learning a particular language

There is a genetic predisposition for language comprehension & production

Interactionist Approach

Language development is produced via a combination of genetic predispositions & environmental circumstances

The course of language development is determined by language exposure & reinforcement

Speaking to Children

Infant-Directed Speech

A style of speech characterizing much of verbal communications directed toward infants

“ Motherese”

Infants exposed to Infant-Directed Speech apparently begin to use words & exhibit linguistic competence sooner