A topical approach to life span development, 6e chapter 5
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Infancy
Chapter 5
Cognitive Development
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Piaget's Theory
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How biology and experience sculpts cognitive development
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Children construct their own cognitive worlds and have systematic changes
in their thinking
Piaget's Cognitive Processes
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Schemes- the brain creates actions (infants) or mental representations (child) that
organize knowledge
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Baby schemes are simple actions that can be performed like sucking, looking,
and grasping (sucking a bottle)
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Older Child schemes are strategies and plans for solving problems (opening a
door to get a toy)
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Adult schemes (driving a car)
Piaget's Cognitive Processes
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Assimilation-the child uses existing schemes to deal with new information or experiences
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Child sucks bottle and fingers to eat
Accommodation -the child adjust their schemes to take new information and experiences into
account
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Child sucks bottle to eat but learns to grab finger to play
Organization- the child groups isolated behaviors and thoughts into a higher order, smoothly
functional system
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Refining behaviors and organizing knowledge
Piaget's Cognitive Processes
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Equilibration- children shift from one stage of thought to the next
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As they constantly assimilate and accommodate to seek equilibrium from
disequilibrium
Piaget
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Piaget's Theory- (first stage) Sensorimotor Stage
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6 substages
Object Permanence
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By the end of the sensorimotor stage
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Objects and events continue to exist even when they cannot directly be seen heard,or
touched by the child
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Piaget calls a 'landmark cognitive accomplishment
How infants learn, remember and
conceptualize
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Operant Conditioning- consequences of a behavior reduce changes in the probability of the
behavior's occurrence
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Habituation- decreased responsiveness to a stimulus after repeated presentations of the
stimulus
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Dishabituation- the increase in responsiveness after a change in stimulation
Infants attention is strongly governed by novelty and habituation
How infants learn, remember and
conceptualize
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Attention- the focusing of mental resources on select information and
improves cognitive processing
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Important role in memory as part of the a process called encoding ....
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The process by which information is transferred to memory
How infants learn, remember and
conceptualize
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Memory-the retention of information over time
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Implicit memory- memory refers to memory without conscious recollection
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Memories of skills and routine procedures that are performed automatically
Explicit memory-referees to conscious remembering of facts and experiences
How infants learn, remember and
conceptualize
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Imitation (Meltzoff)
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Infants don't blindly imitate everything they see
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Beginning at birth there is an interplay between learning by observing and
learning by doing
How infants learn, remember and
conceptualize
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Concepts -key aspects of infants' cognitive development
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Cognitive groupings of similar objects, people, or ideals
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Mandler - 7-9 months of age-infants form conceptual categories
Measures of Development
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Gesell's scale-distinguishes normal and abnormal infants
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Provides a developmental quotient
Developmental quotient (DQ) -an overall score that combines sub scores in
motor, language, adaptive, and personal-social domains in the Gesellschaft
assessment of infants
Measures of Development
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Bayley Scale - assess infant behavior and predict later development
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Mental Scale, Motor Scale, Behavior Profile
Baylee-III - 5 Scales
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Cognitive, Language, Motor (infant related)
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Socioemotional and Adaptive (Caregiver)
Language Development
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Rule Systems (figure 5.9)
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Phonology - a Phoneme is the smallest sound unit in a language
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Morphology - a morphemes, meaningful units involved in word formation
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Syntax - the way words are combined and/or ordered to form acceptable phrases and sentences
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Semantics- meaningful words and sentences
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Pragmatic so- the system of using appropriate conversation and knowledge of how to effectively use
language in content
Language Development
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Language Milestones (figure 5.12)
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Crying (birth)
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Cooing begins (1-2 months)
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Understanding first word (5 months)
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Babbling begins (6 months)
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Language specific-listener (7-11 months)
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Uses gesters, such as pointing, comprehension of words (8-12 months)
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First word spoken(13 MONTHS)
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Vocabulary spurt starts (18 MONTHS)
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Two word utterances (18-24 months)
Language Influences
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Biological view- Children are born with ability to detect basic features and rules of language
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Behaviorist view- children acquire language as a result of reinforcements (still not proven)
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Environmental view-children development of langurs is a consequence of being exposed to different language environments
in the home
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Parents should talk extensively with an infant, especially about what the baby is attending to.
Interactionist View- Social and linguistics capacities make language acquisition inevitable.
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All agree that both biological capacity and relevant experience are necessary.
Parental Influences
(page 161)
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Be an active conversational partner.
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Talk in a slowed-down pace and don't worry about how you sound to other adults when you talk to your baby.
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Use parent-look and parent-gesters, and name what you are looking at.
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When
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Play games
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Remember to listen.
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Expand and elaborate language abilities and horizons with infants and toddlers.
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Adjust to your child's idiosyncrasies instead of working against them.
you talk with infants and toddlers, be simple, concrete, and repetitive.
