HPCS4027 Intro DevPsy Early Childhood PDF

HPCS4027 Introduction to Developmental Psychology Lecture 4 Early childhood (2024-25, Sem 1)  1, ear(verbal) Outline 2,mouth (verbal)...

HPCS4027 Introduction to Developmental Psychology Lecture 4 Early childhood (2024-25, Sem 1)  1, ear(verbal) Outline 2,mouth (verbal) 3,hand (non verbal) 4,eye ((non verbal) perceptional ^^ whole brain learning reasoning testing ‘eye’, ‘hand ’ working memory: heart and brain processing speed : body § v v § v v v Physical changes Physical changes § § § Physical changes § § § Physical changes The brain and nervous system Lateralization § Lateralization: left and right halves of the brain's cerebral cortex execute different functional specializations § Contributes to important neurological milestones in early childhood § Basic outline of lateralization is genetically determined § Genes dictate functions to be lateralized § Experience shapes pace of lateralization The brain and nervous system Myelinization § Myelinization: § protective, fatty material wraps around nerve cells in the peripheral and central nervous system Reticular formation: § regulates attention and concentration § important in early childhood Hippocampus: § important for the transfer of information to long- term memory The brain and nervous system Handedness § Right or Left… Not right or wrong! § 83% right-handed § 14% left-handed § 3% ambidextrous § Appears very early in life § Research suggests genetic link  Yellow Blue Orange Black Red Green Purple Yellow Red Let’s try! Orange Green Black Blue Red Purple Green Blue Orange One more time?  ‫צ ה וב‬ ‫כ ח ול‬ ‫כ ת ום‬ ‫ס ג ול‬ ‫צ ה וב‬ ‫א ד ום‬ ‫ש ח ור‬ ‫א ד ום‬ ‫י ר וק‬ ‫?‪One more time‬‬ ‫כ ת ום‬ ‫י ר וק‬ ‫ש ח ור‬ ‫כ ח ול‬ ‫א ד ום‬ ‫ס ג ול‬ ‫י ר וק‬ ‫כ ח ול‬ ‫כ ת ום‬ One more time? 黃藍橙黑紅 紫黃紅 綠黑 藍紅 綠藍橙 Stroop paradigm Health and wellness Eating patterns § Preschoolers: v Often eat less than when babies v May not consume the majority of daily calories at mealtime § Challenges: v Food aversions may surface v Eating behaviors bring on family conflicts Health and wellness Illness § Each year, 4 – 6 bouts of brief sickness § High levels of family stress more likely to produce sick children Accidents § 25% of U.S. children under 5 have one accident in any one year requiring medical attention § Most occur in home § Major cause of death in preschoolers § More common among boys Cognitive changes Cognitive changes Semiotic (symbolic) functioning acquired Beginning of Sign language Pretend play Increased proficiency in thinking and communicating but difficulty in logical thinking Children’s Play and Cognitive Development 1. First Pretend Play (around 12 months) e.g. drink from toy cups 2. Constructive Play (age 2 yrs) use objects to construct things 3. Substitute Pretend Play (age 2 to 3 yrs) e.g. riding on a broomstick => horse 4. Sociodramatic Play (age 4 yrs) e.g. doctor, nurse, patient 5. Rule-governed Play (age 5 or 6 yrs) preferred rule-governed pretending and formal games Cognitive changes Piaget’s Preoperational Stage: centration § Centration: tendency to think of one variable at a time § Use of animism or belief that inanimate objects are alive Piaget’s Preoperational Stage: egocentrism § Egocentrism: child’s tendency to view things from own perspective § Guided by object appearance § May create frustration in communication § Recall Piaget Three-mountain task https://www.youtube.com/watch?v=mcqAWzW4DfQ&t=60s Cognitive changes § § § Piaget’s Preoperational Stage: Conservation task Cognitive changes Challenges to Piaget’s view Flavell’s perspective-taking ability levels § Level 1 child knows that other people experience things differently: begins at 2 – 3 years. § Level 2 child develops a series of complex rules to figure out precisely what the other person sees or experiences: begins at 4 – 5 years Theories of mind Theory of Mind (2’) Theory of Mind: understanding thoughts, desires, and beliefs of others 18 months rudimentary beginnings. e.g. Hungry à eat some aspects of link between people’s thinking, feelings, and behavior. e.g. 3 years old Daddy feels angry (feeling), so he slams the door recognizes each person’s actions are based on their representation of 4 years old reality (subjective reality), e.g. pretended play Can’t understand that others can think about them, e.g. “I know your name” but don’t aware that “You also know my name” 4 to 5 years old Don’t understand that most knowledge can be derived from inference (this understanding develops by age 6), e.g. I like chocolate, you like chocolate, so everybody should like chocolate Understand reciprocal nature of thought, e.g. If I am nice to you, you will be 5 to 7 years old nice to me Theories of mind False Belief - Sally (1’36”-4’18”) False Belief Principle: § Children see problem from another’s point of view and discern what information causes person to believe something that isn’t true § § § 26 Theories of mind § § Performance on Piaget’s tasks § Pretend play § Shared pretense with other children § Discussion of emotion-provoking events with parents § Language skills, such as knowledge of words like “want,” “need,” “think,” or “remember” are related to theory of mind. § Working memory § Cross-cultural influences Alternative Theories of Early Childhood Thinking Neo-Piagetian Theories: Short-term storage space (STSS) Working Memory § Operational efficiency v Limited number of schemes to which a child can attend v Improves through practice and brain maturation § Matrix Classification Task v Requires child to place a given stimulus in two categories simultaneously Alternative Theories of Early Childhood Thinking Information Processing Theories § Metamemory: Knowledge about and control of memory processes § Metacognition: Knowledge about and control of thought processes, enables the child to generate strategies to solve problems § Scripts: Cognitive structures underlie behavior and emerge during middle childhood, especially useful for managing demands of tasks with sequential steps Alternative Theories of Early Childhood Thinking Vygotsky’s Socio-Cultural Theory: Overview § Emphasis on role of social factors in cognitive development § Problem solutions socially generated and learned § Key principles: Zone of Proximal Development (ZPD) and scaffolding https://www.youtube.com/watch?v=8I2hrSRbmHE  Alternative Theories of Early Childhood Thinking Infant possesses mental processes “similar to animals” Primitive stage Learns primarily through conditioning Naïve Learns to use language to communicate but does NOT psychology understand symbols stage Private Speech Uses language as a guide to solve problems stage Internalized by 6-7 Ingrowth Logical thinking results from internalization of speech stage acquired from children and adults in a social world (Shaffer & Kipp, 2009) Changes in language § Fast-mapping: Ability to categorically link new words to real word referents v Occurs at about age 3 v Rapid formation of hypothesis about new word’s meaning § Remember: Word learning drives process of language development § Grammar Explosion: Period when grammatical features of child speech becomes more adultlike v Inflections – Additions that change meaning (e.g. ~ing, ~ed) v Questions and Negatives – use particular set of rules v Over-regularizations – using rules when they don’t apply v Complex sentences – use conjunctions to combine ideas (e.g. “and”) Changes in language Phonological Awareness § Child’s sensitivity to sound patterns that are specific to a language v Awareness of sounds represented by letters v Learned in school through formal instruction Invented spelling required v Primarily developed through word play – high level of phonological awareness nursery rhymes, games involving words, etc. “A snake came to visit our class” v Related to invented spelling – attempt to write Measuring Intelligence reflect our learning ability academically § v Verbal scales: Vocabulary, understanding of similarities between objects, general knowledge about the world v Performance scales: Non-verbal tasks like arranging pictures in an order that tell a story v Working memory scales: Assess short-term memory capacity v Processing speed scales: How efficient a child processes information Measuring Intelligence: Sample Wechsler Tests The normal curve Alfred Binet: Identify children who might have difficulty in school IQ scores form a normal distribution – “bell curve” Lewis Terman: Intelligence Quotient (IQ) Mental age / chronological age x 100 = IQ 實際 年齡 2/3 of children exhibit an IQ between 85 and 115 IQ > 130 = gifted ; IQ < 70 = mentally retarded  could change as time goes on 38 (Weiten, 2017) Differences in intelligence IQ can change but not drastically although IQ is stable Stability and Predictive Value of IQ Scores § Correlation between IQ score and future grades is about.50 to.60. § Consistent relationship are found within social classes and racial groups. § IQ scores are quite stable BUT do not measure underlying competence. § Higher IQ, regardless of class, is associated with resilience and the ability to develop the kind of self-confidence and personal competence to overcome obstacles. § Lower IQ is associated with delinquency in adolescence, adult illiteracy, and criminal behavior. Origins of individual differences in intelligence Evidence of Heredity Influences Heredity (Nature) § Twin and adoption studies suggest strong hereditary influences on IQ: § Identical twins are more alike in IQ than fraternal twins § IQs of the adopted children are better predicted from the IQs of birth parents than those of adoptive parents BBC Study on Identical Twins 5’ Origins of individual differences in intelligence Evidence of Family Influences (Nurture) Adoption studies support environmental influence on IQ: Classic Study (Capron & Duyme, 1989) § 38 children, all adopted in infancy; § half of the children were born from upper-class parents; § half from working-class or poverty-level parents § Children reared in higher-social-class had IQs 15-16 points higher than those reared in lower-class families. § Genetic effect: Children born to upper-class parents had higher IQs than those from lower-class families, no matter which social class families they were reared in. Origins of individual differences in intelligence Evidence of Heredity and Family Influences § Family Influences: Secured, attention Family demographics and learning environments § age-appropriate play materials § warm and appropriate responses to behavior § talk to children often § descriptively rich language environments § quick in answering questions § avoid being excessively restrictive, punitive, or controlling § appreciation and encouragement for school achievement Origins of individual differences in intelligence Combining the Information Studies around the world consistently yield estimates that roughly 40% of the variation in IQ is due to heredity. The remaining variation is due to environment or interactions between environment and heredity. Reaction range § A range, established by one’s genes, between upper and lower boundaries for traits such as intelligence, one’s environment determines where, within those limits, one will be. § Reaction range for IQ is about 20-25 points Evidence for Preschool Influences Evidence for Preschool Influences § Short- and long-term outcomes from formal education program v When an enrichment program is begun in infancy rather than at age 3 or 4, IQ scores remain elevated into adulthood. Evidence for Preschool Influences Evidence for Preschool Influences Head Start aids poor children and supports intellectual development v Provide intellectual stimulation v Help children to acquire new vocabulary & knowledge about the world, and essential reading skills, like phonics v Children show a gain of about 10 IQ points but it gradually fades and disappears within the first few years of school v Long term impact on children Less likely to be placed in special education, repeat a grade Better health, immunization rates, and school adjustment Origins of individual differences in intelligence Early Education and IQ Scores In Ramey’s study (1987), children from poverty- level families were randomly assigned in infancy to an experimental group that received special day care (6-12 week-old) or to a control group, with the intervention lasting until age five. At kindergarten, both groups entered public school. The difference in IQ between the experimental and control groups remained statistically significant even 7 years after the intervention had ended, when the children were age 12. Group Differences in Intelligence Test Scores § v v  References