Developmental Psychology Chapter 5 PDF

Developmental Psychology Chapter 5 Cognitive Development in Infancy and Toddlerhood F. Z. Sai, Ass. Prof Dr. F. Z. 1 Sai  In this...

Developmental Psychology Chapter 5 Cognitive Development in Infancy and Toddlerhood F. Z. Sai, Ass. Prof Dr. F. Z. 1 Sai  In this lecture, we will describe cognitive development in infancy and toddlerhood based on Piaget, Vygotsky, and information processing perspectives. We will discuss research findings supporting these perspectives Dr. F. Z. 2 Sai Table 1.1 Major Periods of Human Development Period Approximativ Description e Infancy and 0-2 years Body, motor, and cognitive changes: Perceptual, mental, and Toddlerhood to Birth first intimate ties with others. Early Childhood 2-6 years ‘Play years’: preschool. Motor skills are refined. A sense of morality develops, begins to establish ties to peers. Middle Childhood 6-11 years School years: motor skills, language and thoughts expand, understanding, morality, friendship, and peer-group membership. Adolescence 11-18 years Puberty leads to an adult-sized body and sexual maturity. Thoughts are more abstract and idealistic. School Performance, personal values, and goals and establishing autonomy from the family. Early adulthood 18-40 years Young people leave home. A major concerns are to develop a career and begin full-time work. Marrying, rearing children, and establishing other lifestyles. Middle adulthood 40-65 years Most adults have reached high in their careers and attained leadership positions. They help their children begin independent lives and their parents adapt to aging. Late adulthood 65 years- Adjusting to life changes including the death of loved ones. They reflect on the meaning of their lives.  Content of the Lecture Piaget’s Cognitive developmental Perspective Information processing model The social context of early cognitive development (Vygotsky) Individual differences in early mental development Language development Dr. F. Z. 4 Sai  Piaget Motor stage (first 2 years) Infants and toddlers think with their senses. They cannot carry mental activities Cognitive change: is carried with schemes: A scheme: a psychological structure-organized way of making sense of experience. Adaptation: building schemes through direct interaction with the environment. Dr. F. Z. 5 Sai  Assimilation: using current schemes to interpret the external world. Accommodation: we create new schemes or adjust old ones. Organization: It is an internal process. Children develop new schemes, rearrange them, and link them with other schemes to create an interconnected cognitive system. Dr. F. Z. 6 Sai  The sensorimotor stage The circular reaction (repeats the action again an d again. Example: sucking, grasping) gain control, 4-8 Months: babies sit up, reach an d manipulate 4: 8-12 M: intentional behavior, goal directed, coordination of schemes to solve problems By thinking in concepts a n d labeling, we b e c o m e thinkers. Imitating: observe an d imitate (Meltzoff ) -Deferred Dr. Fimitation:. Z. Sai to copy the behavior of adults 7 who are not present. -Make-believe play: acting, use of imaginary  Research on infant cognitive development: Violation of expectation method: habituation research -Recovery (look longer) A- to a possible event B- to an impossible event (violates physical laws). Here the infant is surprised. It means that he is aware of that aspect of the physical laws. This method is controversial : infant is little aware but does not understand. Dr. F. Z. 8 Sai Research indicates that infants have a variety of abilities Object permanence Understanding that objects continue to exist when they are out of sight. Present in 1 month (Aguiar & Baillargeon,1999) Mental representation is sensory. Deferred imitation: Imitating others (requires infants to represent another’s past behavior). present at 6 weeks in laboratory research). Problem-solving: Present at 10-12 months. Dr. F. Z. 9 Sai  Cognitive Perspectives Core knowledge perspective: Infants begin life with a core of knowledge. Cognitive changes are continuous rather than stage-like. Aspects of cognition develop unevenly rather than in an integrated fashion. Information processing model Challenged Piaget theory Dr. F. Z. 10 Sai  Information Processing (cont.) Sensory register Short-term memory Long-term memory (long-term base) Focuses on the use of strategies Baddely view Working memory Central Executive Dr. F. Z. 11 Sai  Atkinson & Shiffrin Model Short Term Memory Sensory Memory Long Term Memory Dr. F. Z. 12 Sai  Attention: Between 1 and 2 months: shift from attending to a single high-contrast feature. Memory: habituation research provides information on memory. Rovee- Collier ( 2001) found that 3-4 months to recall how to activate the mobile. Recognition: noticing when a stimulus is identical or similar to one previously seen ( Bushnell, Sai & Mullin, 1990; Field et al, 1984; Pscallis et al., 1995). Recall: recalling something that is not physically present. Categorization: grouping items Dr. F. Z. 13 Autobiographical memories: remembering specific events Sai that have personal meaning: by the end of toddlerhood.  Information processing model; CONTINUITY OF THINKING. THESE RESULTS CHALLENGE Piaget’s theory. Infants c a n recognize remember, perceive faces from birth, and categorize at 4 months. Autobiographical memories: remembering specific events that have personal meaning: by the end of toddlerhood: Dr. F. Z. 14 Sai  Vygotsky sociocultural Perspective Children live in a rich social context that aff ects their cognitive development. Attention, memory, and problem-solving have their origins in social interaction The father assists his son in putting together a puzzle. This father is transferring mental strategies to the child. The c on cep t of proximal development: involves bringing the task within the child’s zone: the child performs the task with the help of a skilled person (first 2 years) Culture aff ects mental strategies. Dr. F. Z. 15 Sai  Individual Differences in Early Mental Development: This approach measures the intellectual development: Intelligence quotient or IQ is tested: We compare a person’s test performance with that of a larger sample of the same age. This test consists of perceptual an d motor responses. It predicts later development poorly. So infants' tests are called developmental quotients (DQS) rather than Dr.IQS. F. Z. 16 Sai  So habituation an d visual recovery which ta p basic cognitive development predict performance in the future. Home Environment: The Home Observation for Measurement of the Environment (HOME) is a checklist for gathering information about the quality of the child’s life using observation an d interviews with the parents. We look for organized stimulation, parental encouragement, involvement, aff ection, a n d other factors. They all predict early mental development How about heredity? heredity plays a role too. Child care, the quality of this care aff ects cognitive development. Programs (adequate ???) Intensive early intervention prevents the decline of intelligence. Dr. F. Z. 17 Sai  Language Development There are 3 perspectives of language development. 1. Behaviorist perspective: Through imitation and operant conditioning parents teach their child language. How? 2. Chomsky perspective: Children are naturally endowed with a language acquisition device (LAD) 3. New interactionist perspective: Innate abilities and a rich linguistic Dr.and F. Z. social environment. 18 Sai  Cooing at 2 months (ooo=vowel) Babbling at 4 months (vowels and consonants) understand word meanings. at 12 months: say the first word (mistakes in using words in a narrow context. This is called (Under extension). -Overextension: when applying a word to a wider collection of objects and events 18-24 months: Development of language (spurts in vocabulary growth). Two-word utterances: telegraphic speech. At all ages language comprehension is ahe ad of language production even in special needs children. Dr. F. Z. 19 Sai Individual differences in language Girls are rapid at learning a language. Names are learned first (referential style) The use of expressive style (pronouns and social expressions. Adults use child-directed speech (CDS) to talk to children. We predict development of language, a c a d e m i c competence if the child- adult engages in conversation. Question: which perspective insists on innateness in the development of language? Dr. F. Z. 20 Sai  Answer the following: Question 1: which perspective insists on innateness in the development of language? Question 2: which of the perspectives insists on guiding children? Question 2: Which perspective focuses on the child’s discovery? Dr. F. Z. 21 Sai  Home work Please try to prepare for cooperative learning discussion in 2 weeks: Theory of mind development in preschoolers. Dr. F. Z. 22 Sai  Learning Outcomes We learned cognitive development in pre school children from Piaget, Vygotsky and information processing perspectives. While Piaget thinks that discovery is the key for cognitive development, Vygotsky insists on providing guiding. Speed and accuracy of the cognitive processing underlies cognitive development in information processing model. Dr. F. Z. 23 Sai  References Flavell, J. H. (1999). Cognitive development: Children’s knowledge about the mind. Annual Review of Psychology. Sai, F.Z. (2005). The Role of the mother's voice in developing mother's face preference: Evidence for intermodal perception at birth. Infant and Child Development, 14, 29-50. Steele D. (1999). Learning mathematical language in the zone of proximal development. Teaching Children Mathematics. Watson, J. & Raynor, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1-14 [reprinted in March 2000 issue of American Psychologist. Lourenco, O. & Machado, A. (1996). In defense of Piaget’s theory: A reply to 10 common criticisms. Psychological Review, 103, 143-164. Dr. F. Z. 24 Sai