Cognitive Development During The First Three Years PDF

Cognitive Development during the First Three Years Chapter 5 © 2012 by the McGraw-Hill Companies, Inc Guideposts for Study 1) What are the six approaches to the study of cognitive development? 2) How do infants learn, and how long can they r...

Cognitive Development during the First Three Years Chapter 5 © 2012 by the McGraw-Hill Companies, Inc Guideposts for Study 1) What are the six approaches to the study of cognitive development? 2) How do infants learn, and how long can they remember? 3) Can infants’ and toddlers’ intelligence be measured, and how can it be improved? 4) How did Piaget explain early cognitive development, and how well have his claims stood up? © 2012 by the McGraw-Hill Companies, Inc Guideposts for Study 5) How can we measure infants’ ability to process information, and when do infants begin to understand characteristics of the physical world? 6) What can brain research reveal about the development of cognitive skills? 7) How does social interaction with adults advance cognitive competence? 8) How do babies develop language, and what influences contribute to linguistic progress? © 2012 by the McGraw-Hill Companies, Inc  Behaviorist Approach l Babies are born with the ability to learn l Classical conditioning l Operant conditioning Reinforcement and punishment © 2012 by the McGraw-Hill Companies, Inc Classical Conditioning © 2012 by the McGraw-Hill Companies, Inc Infant Memory l Infantile amnesia: Inability to remember events prior to age 3 years l Operant conditioning with mobiles – Babies can remember mobiles they played with days or weeks ago – Infants and toddlers can remember toy trains and mobiles © 2012 by the McGraw-Hill Companies, Inc  Psychometric Approach l IQ tests l Developmental tests Bayley Scales of Infant and Toddler Development: Measures current development, not future functioning – Mental scale – Motor scale – Behavior training scale © 2012 by the McGraw-Hill Companies, Inc  HOME l Home observation of the environment l Among other things, assesses: – Parental responsiveness – Number of books in home – Presence of educational playthings © 2012 by the McGraw-Hill Companies, Inc  Early Intervention l Most effective interventions: l Start early and continue through preschool years l Time-intensive l Provide direct educational experiences l Include health, family counseling, and social services l Tailored to individual differences and needs © 2012 by the McGraw-Hill Companies, Inc Infant Brain Development- The Critical Intervention Points l https://www.youtube.com/watch?v=_0EYXx9i I64 Piagetian Sensorimotor Stage Age in Substage Description Months Reflexes Up to 1 Gain control over reflexes Repeat pleasurable chance Primary Circular 1–4 behaviors (thumb sucking) Secondary Circular 4–8 Repeat interesting actions Coordinate Purposeful and deliberate 8–12 Secondary Circular behavior Tertiary 12–18 Curiosity and experimentations Mental 18–24 Symbolic thought; insight Combinations © 2012 by the McGraw-Hill Companies, Inc Circular Reactions © 2012 by the McGraw-Hill Companies, Inc Types of Imitation l Invisible Using body parts baby cannot see … like the mouth l Visible Hands and feet … parts baby can see l Deferred Imitation after a delay l Elicited Imitating based on an explanation only © 2012 by the McGraw-Hill Companies, Inc Object Permanence l Realizing that an object exists even when out of sight l Prior to 8 months If I drop my toy and I can’t see it … it is gone! … THIS is why peek-a-boo is so much fun! l 8–12 months You hid my toy … I’m looking for it the last place I saw it! l After a year You hid my toy … I’m looking for it! © 2012 by the McGraw-Hill Companies, Inc Window on the World: Playing Peek-a-boo l Cultural differences l Cognitive development l Scaffolding © 2012 by the McGraw-Hill Companies, Inc Object Permanence l Dynamic systems theory l Not about what babies know, but about what they do … and why © 2012 by the McGraw-Hill Companies, Inc Representational Thinking l Pictorial Competence – Ability to understand the nature of pictures – Develops about 19 months of age – Seeing a picture of sun and saying “suh” © 2012 by the McGraw-Hill Companies, Inc Dual Representation Hypothesis l Pictorial competence develops slowly because it is difficult for children to simultaneously mentally represent: – a picture AND – the object the picture represents © 2012 by the McGraw-Hill Companies, Inc Piagetian Approach: The Sensorimotor Stage l https://www.youtube.com/watch?v=Yxo8zkgd 07E © 2012 by the McGraw-Hill Companies, Inc Visual Preferences l Novelty preference – Paying more attention to new visual stimuli – Demonstrating ability to tell new from old, or visual recognition memory © 2012 by the McGraw-Hill Companies, Inc Cross-Modal Transfer l Using one or more senses to guide another sense Feeling your way through a dark room, then finding the way visually when lights are on © 2012 by the McGraw-Hill Companies, Inc Information Processing: Categorization l Perceptual Based on how things look Birds and planes both have wings and can fly l Conceptual Based on what things are Chairs, tables, and sofas are all furniture items © 2012 by the McGraw-Hill Companies, Inc Information Processing: Causality l Understanding that one event causes another l Allows us to control and predict world l Develops at around 6 months Manipulating a mobile with hands or feet © 2012 by the McGraw-Hill Companies, Inc  Cognitive Neuroscience: Types of Memory l Explicit – Conscious or intentional – Facts, names, and events l Implicit – Unconscious recall – Habits and skills—procedural memory l Working – Short-term storage of active information © 2012 by the McGraw-Hill Companies, Inc Number l 5-month-olds watched Mickey Mouse dolls, added or subtracted from behind a screen l When screen was lifted, babies looked longer at “wrong” answers © 2012 by the McGraw-Hill Companies, Inc  Social Contextual Approach: Learning from Caregivers l Interactions with adults during activities l Helps bridge level of knowledge between adult and child l Cultural differences – U.S. children engage in more play activities – Guatemalan children engage in more work activities © 2012 by the McGraw-Hill Companies, Inc  Language Development l Language A communication system based on word, grammar, and cognitive development l Literacy The ability to read and write © 2012 by the McGraw-Hill Companies, Inc Early Vocalizations l Crying Newborns l Cooing Repeating vowel sounds: “ahhhh” 6–8 weeks l Babbling Repeating consonant sounds: “ma-ma-ma” 6–10 months © 2012 by the McGraw-Hill Companies, Inc  Recognizing Language Sounds l Precedes language ability l Fetuses’ heart rates slow when they hear familiar nursery rhymes l By 6 months, babies learn to recognize basic sounds of their native language— phonemes © 2012 by the McGraw-Hill Companies, Inc Gestures l Conventional Social Waving bye-bye, nodding head to mean “yes” l Representational Holding arms up means “pick me up” l Symbolic Blowing means “hot” l Learning gestures helps babies learn to talk © 2012 by the McGraw-Hill Companies, Inc  First Words l Linguistic Speech Verbal expression that conveys meaning Around 10–14 months of age l Holophrase Simple syllables that have complete meanings “Da” could mean “Where is Daddy?” l “Naming explosion” occurs at 16–24 months © 2012 by the McGraw-Hill Companies, Inc  First Sentences l Telegraphic Speech 2–3 words expressing one idea “No do” means “Do not do that” l Competence in syntax gradually increases © 2012 by the McGraw-Hill Companies, Inc  Early Speech Characteristics l Understanding of grammar precedes use of it l Underextension of word meanings The word “doggy” only refers to your dog l Overextension of word meanings All men with gray hair are “Grampa” l Overregularizing of rules “I thinked about it!” © 2012 by the McGraw-Hill Companies, Inc  Baby Talk from First Sounds to First Words l https://www.youtube.com/watch?v=a7WAfwK i88Q © 2012 by the McGraw-Hill Companies, Inc Early Language Development l https://youtu.be/G2XBIkHW954?si=- UmWrdt9Ki8NRK3M © 2012 by the McGraw-Hill Companies, Inc  Theories of Language Acquisition l Nature vs. nurture? l Behaviorist view: Reinforcement and imitation l Chomsky’s nativism – Brain has the innate capacity to learn language – Language acquisition device (LAD) – https://youtu.be/7Cgpfw4z8cw?si=d6ytoJFl3HLHQg8X l Synthesis of innate capacity and behaviorist principles most likely © 2012 by the McGraw-Hill Companies, Inc Influences on Early Language Development l Maturation of the brain l Social interaction with parents and caregivers l https://youtu.be/9iAxfgVkqDU?si=EqOTESKkBSsEDl6w Language Is a Social Act l Prelinguistic Period Adults repeat sounds baby makes l Vocabulary Development Parent holds ball while saying “This is a ball” l Bilingual “code mixing” and “code switching” © 2012 by the McGraw-Hill Companies, Inc  Child-Directed Speech l Parentese—baby talk l Simplified words l Exaggerated vowel sounds l May help children learn native tongue faster © 2012 by the McGraw-Hill Companies, Inc Adult Reading Styles with Children l Describer – Adult focuses on describing events in story – Invites child to do so, too l Comprehender – Encourages child to look deeper into meaning of story (What will the lion do now?) l Performance-oriented – Introduces themes of story and asks questions after reading © 2012 by the McGraw-Hill Companies, Inc Dialogic Reading l Shared reading l Child becomes the storyteller l Adult is active listener l Adult asks open-ended questions “Why do you think the bunny is afraid?” © 2012 by the McGraw-Hill Companies, Inc