Chapter 5 Flashcards
Cognitive Changes in Piaget’s Theory
Schemes, Adaptation, Assimilation, Accommodation
Schemes
Organized psychological structures for making sense of experience. They change in structure over time
Adaptation
Building schemes through direct interaction with the environment. Uses assimilation & accommodation
Assimilation
Using current schemes to interpret world
Accommodation
Creating new schemes & adjusting old ones to better fit the environment
Cognitive equilibrium
Steady, comfortable state in which children assimilate more than they accommodate
Cognitive disequilibrium
State of discomfort & rapid cognitive change in which children shift from assimilation to accommodation
The relationship between cognitive equilibrium and disequilibrium…
…changes over time.
Assimilation / Accommodation Process
New situation –> Disequilibrium –> Accommodation –> Assimilation –> Equilibration
Sensorimotor Stage
1st two weeks of life. Child “thinks” with eyes, ears, & hands. No ability to handle problems inside the head.
Child repeats random behaviors until the child is able to act intentionally
Sensorimotor Stage: Circular reaction
Stumble onto new experience –> repetition of chance behaviors form into schemes
Sensorimotor Schemes: Reflexive Schemes
Birth-1 month: Typical behavior is newborn reflexes
Object Permanence
Developing as the toddler grows, it is the understanding that objects continue to exist when they are out of sight.
“A-not-B” Search Error
When objects are moved the child looks many times at the old hiding place first & may never discover the new hiding place.
Object Permanence Research: Baillargeon
Found that infants look longer at unexpected hiding events (4 months)
Object Permanence Research: Bertenthal
Infants will also track a ball, even when it is hidden from view (4-5 months)
Object Permanence Research: Piaget
Infants don’t have object permanence until 8-12 months
Deferred Imitation
2-12 months: Ability to remember & copy past behavior of a model who is no longer present - enriches toddlers’ range of sensorimotor schemes
Inferred Imitation
12-18 months; Requires inferring others’ intentions; more likely to imitate purposeful rather than accidental behaviors
Displaced Reference
Using words to cue mental images of things not physically free; starts at 12 months; helps child to learn and develop quickly & grows with vocabulary development; 24-month-old toddlers can use pictures to discuss complex ideas
Video Deficit Effect
Poorer performance after viewing a video than a live demonstration, perceived as less relevant: lack of eye contact, direct conversation & shared focus.
Memory Diagram Process
Stimulus Input –> Sensory Register –> Attention –> Short-Term Memory Store –> Storage –> Long-term Memory Store
3 Major Parts of the Memory Model
Sensory register: Briefly stores sights & sounds
Short-term memory store: Attended-to information is retained briefly & “worked” on
Long-term memory: permanent knowledge base
Attention
Infants shift from single features to more visual search at 2-3 months
3-4 month old babies need 4 minutes to habituate to visual stimuli, by 4-5 months, they only need ~10 seconds
Sustained attention increases as baby grows
Memory
Recognition/recall improve with age; long-term recall advances as brain’s neural circuits develop; infants retain information by watching
Recall
Infant remembering information not present
Recognition
Noticing when stimuli are similar to those seen before
Vygotsky’s Sociocultural Theory
Children live in rich social & cultural contexts that affect the way their world is constructed
Joint activities with older adults & children help infant to grow & think
Zone of Proximal Development
Tasks too difficult for child to do alone but possible with help of a skilled partner
The “can do if guided” between “can do independently” and “Cant do even if guided”.
Scaffolding
Promotes learning at all ages (Father/daughter hammer & nail example)
Intelligence Testing
Babies cannot talk/respond to questions consistently
Bayley Scales of Infant & Toddler Development
Current Edition: Bayley-III
- Subtests: Cognitive, Language, Motor - Parental report: Socio-Economic & Adaptive Behavior Scales
Home Observation for Measurement of the Environment (HOME)
Organization of the Physical Environment, Provision of Appropriate Play Materials, Emotional & Verbal Responsiveness of the Parent, Parental Acceptance with the child, Parental involvement with the child, Opportunities for Variety in Daily Stimulation
HOME Scale Score Implications
Lower SES = Lower HOME Score
Higher HOME score = better mental development later in life
Theories of Language Development
Nativist (Noam Chomsky) & Interactionist
Nativist Theory
Language Acquisition Device: innate system containing universal grammar
Infants are born biologically prepared to learn language
Interactionist Theory
Interactions between inner capacities & environmental influences
Information-processing view: children make sense of environments w/ powerful cognition
Social-interactionist view
Child wants to communicate & is encouraged by caregiver language opportunities
Language Milestone: 2 months
Infants coo & make happy sounds
Language Milestone: 4 months
Infants attend to caregiver & take turns in games
Language Milestone: Second half of first year
Distinguishes language sounds, segments speech into word & phrase units
Language Milestone: 12 months
Says first word
Language Milestone: 1.5-2 years
Combines two words
Language Milestone: 3.5 years
Forms more complex sentences
Language Milestone: 6 years
Understands meaning of about 14,000 words
Cooing
2 months - vowel sounds
Babbling
6 months - baby makes consonant-vowel combinations
Deaf children or children of deaf parents…
…“bable” w/ sign language.
Joint Attention
Child & caregiver attend to same object or events
Give-and-Take
Mothers & infants imitate each other in sound & games
Preverbal Gestures
The child uses pointing & grabbing to help them “speak” before they can actually use words
Infant Directed Speech (IDS)
Short sentences, high pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal learning, repetition of new words
IDS assists…
…Zone of Proximal Development for learning language.
