Chapter 5: Cognitive Development in Infancy Flashcards
4 stages of Piaget’s Cognitive Development
- Sensorimotor stage (birth to 2 yrs)
- Preoperational stage (2-7 yrs)
- Concrete operational stage (7-11 yrs)
- Formal operational stage (12+)
This is the period during which infants develop and refine sensorimotor intelligence.
This is the cognitive development stage in infancy
Sensorimotor stage
Earliest schemes used in infancy are _____ such as sucking and rooting
reflexes
______ is a process by which people understand an experience in terms of their current stage of cognitive development and way of thinking.
Assimilation
_______ takes place when the child changes existing ways of thinking, existing ways of understanding or behaving in response to encounters with new stimuli or events.
Accommodation
______ is an inborn inclination of the system to combine and integrate available schemes into coherent cognitive structures
Ex: grasping scheme, reaching scheme, looking scheme are combined into a more complex visually directed reaching
Organization
What is the goal of organization?
Adaptation
In this initial stage of cognitive development, infants coordinate sensory inputs and motor capabilities;
-they develop schemes for acting on objects that are present like dropping, sucking, shaking, banging an object.
They go from being this reflex of beings into being problem solvers.
Sensorimotor period
In sensorimotor period, infants are aware only of their _____, and their own movements and they use information from their senses and motor actions to learn about the world.
sensations
The exact timing of a stage reflects an interaction between an infant’s level of _______ maturation and the nature of their social environment they’re being raised in.
physical
By the age of about _______ months, the infant has the beginnings of mental representation
18-24
______ is the ability to reproduce an activity seen in the past
Imitation
________ ________ is the understanding that objects continue to exist when they cannot be seen.
Object permanence
Infants also pass through periods of _____ in which some aspects of their behavior is reflected in the next higher stage but other aspects of their behavior indicate the current stage.
transition
How many substages does the sensorimotor stage have?
6
In the substages, children are _______ different than in the stage before.
qualitatively
Piaget believed that children were answering differently at different ages because they thought of things ________.
differently
What test did Piaget use to test object permanence?
A-not-B problem.
Changed the hiding place of an object
Most infants solve the A-not-B problem around ___ to ___ months of age.
10 to 12
Why is it that the younger infants can’t do the task (A-not-B problem) but the older ones can?
- Piaget suggested that only children who have formed some kind of ______ _______ of the object can do the task
mental representation
Around ___ to ____ months of age, most infants solve the simple hiding place problem
6 to 9
The infant who achieves an understanding of _____ ______, then out of sight is decidedly out of mind
object permanence
What are the six substages of sensorimotor period?
- Simple reflexes
- Primary circular reactions
- Secondary circular reactions
- Coordination of secondary circular and reactions/ secondary schemes
- Tertiary circular reactions
- Beginnings of mental representation
This substage of the sensorimotor period is form 4 to 8 months of age.
- child begins to act upon outside world
- infants now seek to repeat enjoyable events in their environments that are produced through chance activities
Ex: the baby coos and the mom smiles. So the baby coos again to get mom to smile again.
- The baby repeats the action until it becomes habitual.
Secondary circular reactions (Substage 3)
In substage 3, a baby ____(can/ can not) imitate an action modelled by a parent but the actions are limited to actions that have been done previously. (infant needs to be able to see itself doing the action but difficult to imitate facial gestures as they can’t see himself doing it)
can
In substage 3, the child is good at retrieving hidden objects as long as they’re only ________ hidden.
partially
Difference between the secondary circular reaction and the primary circular reaction is that the secondary circular reaction triggering a reaction _____ of the body whereas in the primary circular reaction is all about the child’s ____ body.
outside, own
This sensorimotor period substage is in the first month of life.
- various inborn reflexes used; assimilation of new objects into reflexive schemes
- at the same time, some reflexes begin to accommodate the infant’s experiences (ex: infant being breastfed but now getting bottles sometimes might start to change the way he sucks depending on whether the nipple is on a breast or on a bottle)
- infants in this substage show signs of beginning to differentiate consequences.
Simple reflexes (1st substage)
What happening with imitation during substage 1?
- Piaget said that infants in this stage can not imitate. But we they actually ____ imitate by sticking their tongue
can
At the 1st substage, infants of object concept, they may at the very most stare _____ where the object was.
briefly
This substage of the sensorimotor period is from 1 to 4 months of age.
- beginning of coordination of what were separate actions into single, integrated activities.
- activities that engage baby’s interests are repeated simply for sake of continuing to experience it
Primary circular reactions (2nd substage)
In substage 2, we see _______ ________ ________. These are simple repetitive actions that are organized around the infant’s own body.
Ex: an infant accidentally puts its thumb in its mouth and begins to suck and enjoy it.
When a child repeatedly sucks it thumb it represents a ______ ______ ______
primary circular reactions
In substage 2, with imitation, an action or a sound initiated by the baby can be kept going if the _______ imitates it. But the baby doe snot imitate it if the ______ starts that sound for that action
parent, parent
The first sign that the baby is developing object permanence is seen at around __ months of age.
- you show a toy to the baby and you put a screen in front of a toy, you take toy away and remove screen. The baby will show some surprise as if they know that the toy should still be there.
2
This substage of the sensorimotor period is from 8 to 12 months
- beginning of goal-directed behavior (when they move a toy out of the way of another toy so they can access the toy that’s behind it) - means to an end process
- A not B error
- baby shows the beginnings of understanding causal connections and now the baby starts exploring.
- during this substage, the infant is beginning to show that it understands what the behavior of others means vs. just him/herself.
- anticipatory behavior
Coordination of secondary circular & Reactions/Secondary schemes (4th substage)
During substage 4, the infant can imitate ___ actions and it can also imitate actions that it can’t see itself do but it will make some mistakes.
Ex: if an adult sticks out their tongue and moves it up and down, the infant might stick out her tongue and move it in and out or might do this with her hand
new
During substage 4, in terms of object concept, the infant searches for a completely hidden object but making the ______ error.
A-not-B
This substage of the sensorimotor period is from 12 to 18 months.
- development of schemes regarding deliberate variation of actions that bring desirable consequences (what kind of expressions will make mom smile, dropping a toy repeatedly to hear different sounds)
- carrying out miniature experiments to observe consequences
- infant’s behavior has a purposeful experimental quality.
Tertiary Circular reactions (5th substage)
IN substage 5, the child is ____(less/more) to make errors in imitation
less
In substage 5, in terms of object permanence, object concept is shown. The infant _____(does/does not) make the A-not-B error.
does not
This substage of the sensorimotor period is from 18 months to 2 years.
- capacity for mental representation or symbolic thought
- the ability to manipulate mental symbols like words and images allows the infant to generate solutions to problems just by thinking about them . They don’t need trial and error.
- Infants invent new means by mental combination and mental representation
- ability to pretend
- understand causality
Beginnings of mental representation (substage 6)
In substage 6, in terms of imitation, we see _______ imitation. The infant can follow a sequence of first perceiving something that someone else does and then performing that action hours or even days later.
deferred
In substage 6, in terms of object concept, the infant now infers where the object must be even if they have not seen it ______. This suggest that they’re able to mental represent the object when they can’t see the object.
tells us that they know the object exists.
hidden
In substage 6, they follow invisible ________. Infant can recover a ball that’s rolled under the sofa by making a detour and the child can visualize internally the trajectory or path even though it’s invisible.
displacements
Piaget ______ the cognitive capacity of infants
underestimated
Piaget may have wrongly equated the infant’s lack of _______ ability with lack of cognitive understanding
Ex: object permanence
physical
In this paradigm, the infant is presented with a sequence of events and then two test trials. One test trial is possible given the initial sequence, the other is impossible. Measure the amount of time the infant looks at each sequence on the test trial. (will look longer at an event that is surprising or confusing)
-shows us that 3 month old infants displayed a knowledge of objects and how they heave that is much more sophisticated than previously thought.
Violation of Expectation Paradigm
Piaget’s proposed sequence of imitation skill has been supported. But, imitation of facial gestures and deferred imitation occur ______(earlier/later) than Piaget proposed.
earlier
Infants learn through ______.
modelling
The _______(quantitative/qualitative) approach suggests that as infants mature, they’re better able to control their mental processing and that as they mature, they use better strategies to process information
quantitative
