Ch5 presentation final

Editor's Notes

1. Stop video at 0:36Piaget’s View of the First 2 YearsSensorimotor Stage: 0-24 months; period when children develop & refine sensorimotor intelligence (understanding based on accommodation - assimilation of information into existing schema/experiences)Object Permanence: knowing an object continues to exist even if it is obscured temporarily; begins around 2 months6-8 months: half hidden objects are understood, not fully hidden8-12 months: fully hidden objects are still sought A-not-B error: looking for something where it was last actually seen not the place it was moved to even if the movement was observed Full understanding reached near 24 monthsImitation: begins at birth, but facial gesture imitation does not occur until 8-12 mo (substage 4)Facial imitation is two-fold; requires observation of the model and movement of self to mimic the modelDeferred Imitation: child’s imitation of something sometime after it happened, does not occur until 18-24 mo (substage 6)
2. Object Permanence: Piaget studied children’s ability to move a blanket to find an object, but grasping ability is not fully developed until 7-8monthsMore recent studies investigate babies’ object permanence by monitoring their eye movementsBabies as young as 4mo look for moving objects to reappear on the other side of an obstacleImitation: post-Piagetian studies generally confirm Piaget’s findings, except some facial gestures newborn infants will mimic, if model holds pose long enough (sticking out tongue for 1 minute) –deferred imitation appears earlier than suggested by Piaget; 6week olds can remember/defer imitation for a few minutes Babies are more skillful than Piaget thought
3. Object Concept: baby’s understanding of individual objects and their properties; two cubes pushed together are still two cubes, not one rectangular prismViolation of Expectations Method: get a baby accustomed to seeing one set of events, then show them something that seems impossible based on the information they have
4. Recent research has shown that even preemie babies can be taught via operant conditioning (Pacifier-activated lullaby method)14mo babies can also learn from models and are able to distinguish between successful and unsuccessful models to determine their own actions
5. Experiences organized into categories called expectanciesVarying levels; learning begins with basic, very general categories and becomes more detailed with age (begins with distinctions between animals & furniture, then proceeds to birds vs. dogs within the animal category)Hierarchical Categorization: understanding that categories are nested is not reached until around 24 months
6. Recent studies have shown that 3mo babies can remember specific objects and their interactions with those objects for 7 days (mobile + string tied to foot study)Infant Memories are very experience specific (details are remembered as a whole, not generalizable) and become more generalizable with age
7. Behaviorist View: B.F. SkinnerSkinner assumed that babies babble -> parents respond to word-like sounds -> babies are reinforced to make more word-like sounds & non-word sounds are extinguishedIn reality, parents respond to all kinds of sounds made by babies and often parents mimic the babies’ sounds. This should reinforce the non-word sounds and cause babbling to last longer, but it doesn’t.Skinner based his theory off of his ideas of operant conditioning, not actual observation of parents and their childrenNativist ViewNoam Chomsky theorized that babies use a “Language Acquisition Device (LAD)” to learn the basic forms of language; learning the sounds they hear and their meanings before learning the finer intricacies of exceptions to rules and proper grammarThe LAD clarifies two basic sounds for babies, consonants and vowels.Dan Slobin, working from Chomsky’s findings, theorized that babies attend to the beginnings, endings and stressed sounds in language to find out what is important first, as the accentuated aspects of language are mastered, they attend more to the sounds in between that generally make up the proper grammarInteractionist View:Children’s learning of language is an interaction between internal development/learning and external, environmental factorsBabies are born with a stronger pre-disposition to attend to language than other thingsBabies have a generic set of tools used to understand all encounters/experiences, which help them to gather important information from each experience separately and dependent on what the experience is (no LAD-type idea)Melissa Bowerman theorizes that babies are already making meaning of their surroundings and language just helps them to communicate what they already knowLois Bloom proposes that children learn new vocabulary and language as they determine that it will help them communicate better/more efficiently
8. Infant directed speech (IDS): typically higher pitched and includes repetition or recasting of babies’ phrases as full sentences or more grammatically correct sentencesBeing read to/being in an environment where they are exposed to more vocabulary/language increases children’s own development of language abilitiesPoverty can significantly impact children’s vocabulary and language development.
9. First Sounds and Gestures: 1-2months: laughing and cooing vowel sounds - signs of pleasure and may vary in tone, pitch, or running up and down in volume6-7months: consonants combined with vowel sounds in repetition (babbling) until one yearBabbling likened to learning the tune before the words of a songRising intonation at the end of a phrase indicates requiring a response vs. falling intonation indicates a statement with no response needed9-10 months: their sound repertoire gradually begins to narrow down and they start dropping out non-heard soundsGestural language begins at this age as well.Gestures assist babies’ ability to communicate before they are able to verbalizeWord RecognitionReceptive Language: ability to understand language; occurs before babies can produce language on their ownStressed syllables may cue babies to attend to sounds because most English words have emphasis on the first syllable
10. Expressive Language: ability to produce and understand words (12-13mo)A word is defined as any sound (or set of sounds) used consistently to refer to some thing or action. Holophrases: word and gesture combinations to convey meaning not entirely convey-able with the words alone (12-18mo). Ex. Pointing to the dad’s shoes and saying “Daddy”Naming Explosion: phase when children seem to learn new words quickly and with little effort (16-24mo).
11. Begin between 18-24mo, when vocabulary is around 100 - 200 words16mo has around 50 words Telegraphic Speech: short, 2-3 word phrases without inflectionsComprehension of first sentences is dependent on knowledge of the context in which the child spoke
12. Differences in RateThere is a range of age between which most children acquire languageIf a child seems to be comprehending and creating language later than peers, perhaps intervention is required; receptive language delay is the markerThe majority of late talkers eventually catch up by age 6.Differences in StyleExpressive Style: early words linked to social relationships (you, me), “personal-social” words (yes, no, please)Referential Style: early words include names of thingsResearch has found no relationship between either style and the rate of language acquisition.
13. Babies around world coo before they babbleUnderstand language before they speakUse their first words at about 12 monthsHolophrase to precede telegraphic speechThe word order a child uses is not the same for all languages
14. Intelligence is the ability to take in information and use it to adapt to the environment.Difficult to measure intelligence in infantsBayley Scales of Infant Development measures sensory and motor skillsBSID – used to identify infants and toddlers with serious developmental delaysNovelty preference and visual recognition testAppropriate for those incapable of responding to tests such as the Bayley ScalesHas produced mixed results with normal infants
15. Intelligence is the ability to take in information and use it to adapt to the environment.Difficult to measure intelligence in infantsBayley Scales of Infant Development measures sensory and motor skillsBSID – used to identify infants and toddlers with serious developmental delaysNovelty preference and visual recognition testAppropriate for those incapable of responding to tests such as the Bayley ScalesHas produced mixed results with normal infants