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
Language development in infancy
What are the early milestones in language
cooing, babbling
- cooing: repetitive vowel sounds
- babbling: repetitive vowel and consonant sounds
- about 6-7 months
- related to the beginning of language production
- intonational patterns are used
- 9 or 10 months - babbling sounds narrow to the set of osunds that are part of the lnaguage they are hearing
Language development in infancy
First words stage
expressive langauage: ability to produce words
- 12 months
- words leanred slowly in context with specific situations and many cues
holophrases:combining a single word with gesutres to make a complete thought
- eg. uppie! to pick them up
- used b/w 12 and 18 months
naming explosion: learn new words with very few repetitions, generalize words to many more situations
- 16-24 months
- 16: 50 speaking words
- 24: 320 words
- vocab grows in spurts
Language development in infancy
the first sentence phase
- sentences appear when there is a threshold of 100 to 200 words at 18-24 months
- short and generally 2 or 3 words
- like telagraphic speech
- sentences follow rules
Language development in infancy
how is the language development across cultures?
- cooing, babbling, first words, holophrases and telegraphic speech are typically found in all languages at similar ages, and appear in the same sequence
Language development in infancy
what are the theoretical perspectives on langauge?
behaviourist, nativists, interactionist
- behaviourist: parental reinforcement of a word and it’s sounds and the correction of grammar; shaping and reinforcing word usage
- nativists: language acquistion device is an innate processor containing basic grammatical structure
- interactionist: nature and nurutre; biologically prepared for language and developement of language is a sub-process of cognitive development
