First Two Years - Cognitive Development Flashcards
“Cognition” = ________.
thinking
“Thinking” in a very broad sense includes…
- Language
- Learning
- Memory
- Intelligence
- Piaget called cognition in the first two years ____________ __________.
- _________ _________: Piaget’s term for the way infants think - by using their senses and motor skills - during the first period of cognitive development.
sensorimotor intelligence
Piaget described the interplay of sensation, perception, and cognition as ________ ________, emphasizing that, as in a circle, there is no beginning and no end because each experience leads to the next, which loops back.
circular reactions
- Primary circular reactions
- First 4 months.
- Reflexes (lasts only 1 month).
- Acquired adaptations –> reflexes adjust to whatever responses they elicit.
- Secondary circular reactions
- 4 months - 1 year
- Awareness of things
- Anticipation (intentional action).
- Babies may ask for help (fussing, pointing, gesturing) to accomplish what they want.
- Babies work hard to achieve their goals.
- Babies first understand the concept of object permanence - the realization that objects or people continue to exist when they are no longer in sight.
- Tertiary circular reactions
- 1 year - 2 years
- Begins 1-year-olds take independent actions to discover the properties of other people, animals, and things.
- Active experimentation
- “Little scientist” who “experiments in order to see.”
- Mental combinations (considerations before actions).
- Toddlers think about consequences, hesitating a moment before yanking the cat’s tail or dropping a raw egg on the floor.
- Toddlers can now pretend.
Yuh.
_________: the process of becoming accustomed to an object or event through repeated exposure to it, and thus becoming less interested in it.
Habituation
________ _________: a sequence in which an infant first perceives something done by someone else and then performs the same action hours or even days later.
Deferred imitation
- The environment affords, or offers, many opportunities to interact with whatever is perceived. Each of these opportunities is called an _________.
- Which particular affordance is perceived and acted on depends on four factors: sensory awareness, immediate motivation, current level of development, and past experience.
affordance
- An ________ is an opportunity for perception and interaction that is offered by a person, place, or object in the environment.
- Information processing improves over the first year as infants become quicker to remember.
- Experiences affect which affordances are perceived.
affordance
Developmentalists agree that even very young infants can remember, when:
1) Experimental conditions are ______ to “real life.”
2) ________ is high.
3) _______ ________ are taken to aid memory retrieval.
1) similar to real life
2) Motivation
3) Special measures
________ memory is the memory that remains hidden until a particular stimulus brings it to mind.
- Implicit memory: unconscious or autonomic memory that is usually stored via habits, emotional responses, routine procedures, and various sensations.
- Implicit memories, by contrast, begin before birth.
- Repeated exposure uncovers implicit memories from infancy –> thus, a student who has forgotten childhood Spanish catches on more quickly in Spanish class than does the student who never know Spanish as an infant.
Implicit memory
_______ memory is memory that can be recalled on demand.
- Explicit memory: memory that is easy to retrieve on demand (as in a specific test).
- Most explicit memory involves consciously learned words, data, and concepts.
- Usually verbal, and therefore “although explicit memory emerges sometime between 6 and 12 months, it is far from fully developed.
- The particular part of the brain on which explicit memory depends is the hippocampus, present at brith but very immature until about 5 or 6.
- -hence the reason why this timing coincides with the beginning of formal education, because children are much better at memorizing at that age.
Explicit memory
Memory depends on brain __________ and __________.
brain maturation
experience
Universal sequence of language development:
- Around the world, children follow the same sequence of early language development.
- Newborn: means of communication, reflexive communication – cries, movements, facial expressions.
- 2 months: a range of meaningful noises – cooing, fussing, crying, laughing.
- 3-6 months: new sounds, including both consonant and vowel sounds repeated in syllables.
- 6-10 months: babbling, including both consonant and vowel sounds repeated in syllables.
- 10-12 months: comprehension of simple words; speech-like intonations; specific vocalizations that have meaning to those who know the infant well.
- 12 months: first spoken words that are recognizably part of the native language.
- 13-18 months: slow growth of vocabulary, up to 50 words.
- 18 months: naming explosion – three or more words learned per day. Much variation: some toddlers do not yet speak.
- 21 months: first two-word sentence.
- 24 months: multiword sentences. Half the toddler’s utterances are two or more words long.
Understand these.
________: an infant’s repetition of certain syllables (such as ma-ma-ma or da-da-da) that begins when babies are between 6 and 9 months old.
- Babbling is experience-expectant; all babies babble, even deaf ones.
- Toward the end of the first year, babbling begins to sound like the infant’s native language.
Babbling
