lecture 5 Flashcards
Piaget’s Approach: Review
what was Piaget’s theory on development
schemes, assimiliation, accommodation, organization
- schemes: organized patterns of functioning that adapt and change
- assimilation: understanding the world through current stage of thinking
- accommodation: changing exisiting ways of thinking to fit new experiences
- organization: combine chemes into strucutres (ex. grasping combine with reaching and looking schemes = visually directed reaching strucutre)
Piaget’s Approach: Sensorimotor period
explain the sensorimotor period
imitation, object permanence
- inital stage of cognitive developement theory (birht -2 yrs old)
- 6 substages
- imitation: ability to reproduce an acitivty seen in the past
- object permanence: understanding that objects continue to exist when they cannot be seen; this is qualitiative not quantitiative
- simple hiding place problem, changed hiding place problem (A-not-B problem)
- motor habit wins over object permanence
Piaget’s Approach: Sensorimotor period
describe what happens in the substage 1: simple reflexes
- first month of life
- various inborn reflexes used; assimilation of new objects to accommodate the infant’s experiences (eg. sucking milk from bottle vs nipple)
- no imitation and object permenance; ‘out of sight, out of mind’
Piaget’s Approach: Sensorimotor period
describes what happen in the substage 2: primary circular reactions
- 1-4 months
- beginning of coordination of actions; 2 body scheme movements; through trial and error
- imitation: not true imitation as baby keeps repeating action in sake of experiencing it
- no object permanence
Piaget’s Approach: Sensorimotor period
explain substage 3: secondary circular reactions
- 4 to 8 monts
- beginning on acting with outside world
- connections are being made with body actions and outside consequences
- understanding they exist; seen through them taking off a blindfold
- imitation; true but only something the baby has done before, they must see or hear the action
- object permanence: can find partial hidden object, understanding of trajectory cuz they look down at fallen object
Piaget’s Approach: Sensorimotor period
explain what happens in substage 4: Coordination of secondary circular and reactions/secondary schemes
- 8 to 12 months
- beginning of goal-directed behvaiour
- imitation: able to imitate new actions and action they can’t see themselves do ex. sticking out their tongue, facial expressions
- permanence: can solve the simple hiding place problem, makes A not B error
Piaget’s Approach: Sensorimotor period
Explain substage 5: tertiary circular reactions
- 12 to 18 months
- exploration of environemtn becomes more focus; like little scientists!
- imitation: less likley to make errors
- object permanence: no longer making a not b error’; can also follow visible displacement
Piaget’s Approach: Sensorimotor period
explain substage 6: beginnings of mental representation
- 18 months to 2 years
- problem solving, not through much trial and error but understanding it’s consequences
- imitation: deferred imitation, able to imitate the action at another time;ability to pretend
- object permanence: can infer where it might be; can mentally reference object even if they couldn’t see it
Piagets Approach: Challenges
what are the challenges to piaget’s view?
violation of expectation paradigm
- he may have underestimated the cognnitive capacity of infants, confusing the lack of phsyical ability with the lack of cognitive understanding
- babies as young as 4 months show clear signs of object permanence
- Baillargeon (1987) study on 3 month old babies being confused at an impossible event
- sequence of imitation has been supported but thought to happen at earlier ages than proposed
- infants learn through modelling
- skills may be inborn
information processing approach: review
Describe the concept of information processing
- enconde, process and storage
- quantitative changes in ability in organization and maipulation of info
- development is when theres increasing sophistication, speed and capacity to process info
- have ‘mental programs’ (strategies) to solve problems
information processing approach: conditioning and modelling
explain the findings on infant’s ability to learn through: classical condition and observational learning
Mavis Guthner, Moon and fifer, Provais, Haug, Buttelamnn et al
the studies in the textbook
- Mavis Gunther: found that babies who felt smothering sensation while nursing on the right breast will refuse to nurse on the right side
- Moon and Fifer: PAL (pacifier-activated lullaby) systems improves infants sucking reflexes; Idea of reward; monther-infant interaction is important as the mother’s voice is an effective reinforcer for all babies
- Provais, Haug, Buttelamnn et al.: “observers” and “actors” - observes who observe the behaviour of the adults were more sucessful in finding the toy’; 14 months, distinguish successful and unsuccessful models; infants find interest in watching adults enage with the item they played with: suggests a relationship b/w infants actions and their perception of other people’s action
information processing approach
how do infants systematically learn?
- organization of experiences into expectancies or known combinations called schema
- 7 months - use of categories to process information
- but cannot process levels of categories eg. responding differently to animals and furniture but not dogs and birds
- heirarchical categorization appears by 2 years, but not well developed unti about age 5
information processing approach
how is an infant’s memory?
- infants appear to remeber some auditoru stimuli they hear while asleep
- Carolyn Rovee- Collier: show 3 months babies can remember specific objects and thier own actions with those obkect periods as long as a week
- 6 months can form new associations b/w objects and memories of the obkects
- early experiences and rich varied environments is important on cognitive development
- shows young infants are more cognitively sophostocated than piage proposed while supporting his view of systmeatic gains in memory
study: attaching a mobile to a babies leg, see if they kicked more to know that they are making the mobile move more because of their kicking. return a while later to see if they remeber to kick faster to move the mobile
information processing approach
How to measure the intelligence of an infant?
- Bayley Scales of infant and toddler development
- use of habituation: speed in which habituation/ recgonition of something may reveal the effiency of the baby’s cognitive sys
- Fagan’s test of infant intelligence: standardized test of habituation rate
Language development in infancy
What are the influences on language development?
- Infant-directed speech (IDS): simplified higher pitched voice; helps infants identify sounds in their mother’s speech that are specific to the language they are learning; helps with picking out repeating grammatical forms
- reading
- development of a more richer vocab and complex sentences with parents who talk to their children more
- allowing child to take turns in convo
- cultural differences
