Cognitive development in early childhood

Question 1

piaget

Answer 1

looked at his own kids, take in info which allows us to adapt

Question 2

4 learning capacities / responses during infancy/toddlerhood

Answer 2

classical conditioning
operant conditioning
habituation -dishabituation
imitation

Question 3

classical conditioning

Answer 3

pavloc - condition to respond to stimulus

Question 4

operant conditioning

Answer 4

rewards and punishers

Question 5

habituation dishabituation

Answer 5

phase 1 - habituation - when interacting with something they focus on facial patterns - something new, overtime that focus decreases cuz it gets familiar so they spend less time looking at it, you have been habituated because they remember you
phase 2- dishabituation - they focus on something new and the focus is increased
combination of visual and cognitive

Question 6

imitation -2

Answer 6

how much habituation has to happen before they can imitate?

learning or reflexive muscle

Question 7

cognitive developmental theory

Answer 7

4 broad stages characterized by qualitatively distinct ways of thinking, the four capacities repeat in each stage

1. sensorimotor - birth to 2
2. preoperationtional 2-7
3. concrete operational 7-11
4. formal operational 11 on

Question 8

what changes with development according to piaget? - 2

Answer 8

schemas - organized ways of making sense of experience- how to walk/run - affected by our environment
action based level to mental level - sensorimotor to preop - instead of dropping it we think about dropping it

Question 9

how does change take place?

Answer 9

adaptation and organization

Question 10

adaptation

Answer 10

building schemas through direct interaction with the environment
our plasticity retained allows us to change
AAIMILATIOn - use current schemas to interpret the external world - learn to use it - sensory based - reflexive or purposeful
ACCOMODATION - create new schemes or adjust old ones - the retained plasticity lets us know the diff between walking patterns on carpet vs the floor, diff consequences between dropping a glass on diff surfaces

Question 11

organization

Answer 11

internal linking of schemas to one another - dropping something near and fat - how to give someone something

Question 12

6 stages of the sensori stage

Answer 12

reflexive schemes 
first learned adaptations 
making interesting sights last 
coordinating reactions
discover through active experience 
mental representation

Question 13

reflexive schemes - 3

Answer 13

newborn reflexes - building blocks of sensorimotor intelligence - physical and NS
kick start of interaction with environment

Question 14

first learned adaptations - 5

Answer 14

primary circular reactions (repetitive)
1-4 months
voluntary control for satisfying results - smacking their lips
accommodate - from sucking on a nipple to a bottle
primary anticipation skills - cry to get what they want

Question 15

making interesting sights last (4)

Answer 15

secondary circular reactions - more external reactions - touch their mobile
4-8 months
improve control over own behaviour
attention toward environment

Question 16

coordinate reactions - 4

Answer 16

8-12 months - muslces, more mobile, health, maturation, opportunity
advanced anticipation - stronger connections between things - someone puts a coat on and theyre leaving
physical causality - hit the mobile harder for it to move faster
object permanence

Question 17

AB search error

Answer 17

object permanence moved
continued to exist even when theyre hidden - it has to be here even if you showed them that you had moved it because they first found it there

Question 18

discover through active experience - 3

Answer 18

12-18 months
tertiary circular reaction
AB search error corrected

Question 19

mental representation

Answer 19

construct pics and ideas in our heads
18m-2y, well developed cognitively, entering mental base schema
deferred imitation - remember and use it later
make believe play - pretend that they’re sleeping, cognitively demonstrate what is expected and link the schemes.

Question 20

three information processing theory

Answer 20

sensory register
working on short term memory
long term memory

Question 21

sensory register

Answer 21

card of basic info to briefly store info so we can attend to most important sights and sounds

Question 22

work on short term memory

Answer 22

capacity - only hold a certain amount of info - take in more info than we need

Question 23

long term memory

Answer 23

categorize schemas - you know it but you put it in a weird category, now you dont know how to retrieve it, its youre permanent knowledge base - retrieval, categorized capacity

Question 24

language in infancy and childhood

Answer 24

listening and put together for schemas - muscles can create voices or sounds - combine it with a cognitive piece

Question 25

language development timeline

Answer 25

first word - 12 months (8-18)
combine words (1.5-2y) - expressable vocab
we have the component of grammar

Question 26

5 stages of getting ready to talk

Answer 26

cooing and babbling 
turn taking language 
preverbal gestures 
first words 
two word utterances

Question 27

cooing and babbling

Answer 27

2-4 months - vowel like sounds to try and get them to use theirvoice, then we repeat consonent vowel combos for them to repeat

Question 28

turn taking language

Answer 28

7m - pragmatic - wait for your turn to talk - social norm, you listen, habitatution they wait for you to talk and pay attention to you, make believe play - cognitively linked to language as you’re engaging with someone

Question 29

preverbal gestures

Answer 29

12m - they have a way of letting us know what they want - they move closer to the fridge for food - then we say cookie? at some point they start pointing

Question 30

first words

Answer 30

12m - movement/important person/outcome (hot)
start learning 1-3/month then rapid increase, 150-200 words leaving infancy - getting our mouth to move in a particular way

Question 31

two occurences in first words

Answer 31

underextension - a doll is only my doll - cognitive inabilities which can limit our vocab
overextension - car - all moving vehicles

Question 32

two word utterances

Answer 32

18-24 months - telegraphic speed - only necessary words - rarely wrong words

Question 33

continued development of language

Answer 33

conversation - socially teach them to participate in early convo - picture books, set them up for success and open up their imagination to create a story - expand vocab and put things together
- early language development - academic competence in school - grades 1-6 (hart and risley)