cognitive development refers to….. ◦ internal process and the product of the mind leading to...
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Cognitive Development Refers to…..◦Internal process and the product of the mind
leading to knowledge development Covers a wide aspects of mental activities:
◦Memorizing◦Categorizing & simbolizing◦Problem solving & creativity◦Inventions◦Dreaming & fantasizing◦Reading & Writing◦Language acquisition etc
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Changes in thinking (logic)
Language acquisition The process of how
human receive, store and remember information (knowledge) from their environment.
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Brainstem (inner core) =Breathing, heartbeat muscle movement, reflex behvLimbic system (Covers the brainstem) = Motivation, emotions, & long term memory◦Cerebellum – control automatic movements & balance
Cerebral cortex (Higher mental process) = Learning, memory, Thinking, Language ◦Last to develop
Maturation of the Brain Cortical regions (cerebral cortex) associated with language do not fully mature until late preschool years or later
◦ Broca’s area, located in the frontal lobeo controls language production.
◦ Wernicke’s area, located in the temporal lobeo controls language comprehension.
How human relate the knowledge they receive and applied it to their everyday lives.
How the information from the environment Receive Stored Re-use
Stressed on individual Level of understanding & use of knowledge
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Thus, every changes, including those learned is being:-
◦Recorded by the brain
◦Processed which involves mental activities
The thinking & reasoning process of children differs from adolescent and adults.
As age increases, the ability to think and reasons became complex (better)
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According to Piaget SCHEMA is a…◦ cognitive structure built to assist individual to understand
their past experiences.◦ Organized ways of making sense of experience
Child’s schemas change with age involved the modification of intellectual schemas as the child seeks to understand its world
Action-based (motor patterns) at first Later move to a mental (thinking) level
Thus, Schemas are… ◦ organized patterns of thought or behavior assist in making
sense of experience
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Through the process of:- ◦ ADAPTATION
◦ ORGANIZATION.
A Child cognitive ability rely a lot on:◦ How a child response to an event that occurs in their
environment.
◦ The effect of these event on their development.
Schemas developed by children must be able to handle new information and situations
Schema can be built based on adaptation process
◦Adaptation is the process of building schemes through direct interaction with the environment.
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According to Piaget, adaptation can be further divided into two intellectual processes:
◦Assimilation: Involves interpreting new information in light of an old (existing) schema. E.g: All 4-legged animals are viewed as a “dog”
◦Accommodation: Process by which old schemas are created or modified to fit new situations. E.g.: A horse is not a “dog”
Equilibrium exist when children are not changing very much and they are in a steady, comfortable cognitive state Assimilation is used more than accommodation.
Disequilibrium is a state of cognitive discomfort, that occurs during times of rapid change Accommodation is used more than assimilation 11
Organization is an internal process of arranging and linking together schemas to form an interconnected cognitive system.
Schemas reach a true state of equilibrium when they become part of a broad network of structures that can be jointly applied to the surrounding world.
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◦Between ages 13 and 20 months, a period of marked vocabulary growth, infants show increasing lateralization and localization of comprehension.
◦Evidence showed language development coincides with brain naturalization (development) showed language dev. has unique biological properties.
Through language children interact Language development very much related
to cognitive (intellectual) development Through language children are able to
progress in other developmental domain, such as in social and emotional development.
A law of grammar and semantic that makes conversation more meaningful.
Covers ways of communication where thoughts and emotions are being expressed in order to convey message/meaning to others
Non-verbal (Understanding)◦ Hand/body gestures◦ Symbolic understanding◦ Understand what others said (Baby understand what
being said although he’s still not able to talk yet)
Verbal ◦ Sound/Words are being said to convey message/
meaning involves the coordination of articulation organs (voice box, trachea, tongue, cheek, lips & palate)
◦ Understanding of meaning and sound being said occurs simultaneously
Pre-linguistic speech (pre-conversation)◦Crying◦Cooing & Babbling◦Body Gestures◦Facial expressions
Linguistic speech (conversation)
Baby’s ability to understand and convey a message, thou’ he/she is not able to talk yet◦ Crying◦ Cooing & Babbling
(around 2 mth – babies make vowel-like noises called cooing) Cooing ”Ooh, aah, goo, a goo”
(about 4 ths consonants combine with vowels babies began babbling) Babbling “ ma, ba, ga, da ,pa pa pa”
◦ Becoming a communicator (4 mths) Infant & adult follow each other’s gaze This will speed up language development Simple infant game pat-a- cake/ peekaboo demonstrate
conventional turn taking. At the end of the first year infants use preverbal gestures to
influence the behavior of others.◦ Body Gestures
Protodeclarative action Protoimperative action
◦ Facial expressions convey message of emotions
First word:◦ Children first words usually refer to important people,
objects that move, familiar actions or outcomes of familiar actions.
◦ Emotions also influence early word learning.
Two-word Utterance phase◦ Young toddlers add words to their vocabularies slowly (1-
3 words a month)◦ But between the age of 18-24 mth a spurt of
vocabularies occurs10-20 new words a week.◦ Telegraphic speech occurs where in the 2 words
utterance phase toddlers will leave out smaller and less important words.
Many word combination do not follow adult grammatical rules.
Basically children (human) need to learn four component of language:◦ Phonology
sound system of language◦ Semantics
the meaning conveyed by words and sentences◦ Syntax
The set of grammatical rules indicating how words may be combined to make sentences
◦ Pragmatics The principle that determine how language are used
pragmatically - according to situations & modified to fit the context (e.g: we speak in a simpler manner to a child than to an adult)
Understanding & pronouncing words Vocabulary
◦ Fast mappingabsorb the meaning of a new word after hearing it only once or twice in conversation
◦ The use of metaphor, a figure of speech in which a word or phrase that usually designates one thing is applied to another, becomes increasingly common
A child learn to pronounce through imitation (repetitive) ◦ Eg. TV (ivi), Susu (cu), Minum (num), tumpah (pah)
A deaf child normally have problem in speaking
A child learn the meaning of words then combine the words
A child will then try to relate the meaning of certain words with it’s sound.
Addition to his/her vocabulary.
Children learn about grammar add words to make simple sentences.
2 phase:◦ The development of simple sentences from basic
words.◦ The development of complex sentences
Children start asking questions thinking & understanding process is very rapid.
Intelligent children use complex and sophisticated sentences/words
As age increases familiarity with words and sentences increases able to use, different form of sentences.
Children learn about the aim and how certain words and sentences are being used in a conversation use language efficiently in social context.
Pragmatics the practical knowledge of how to use language to communicate.◦ Social speech
Speech intended to be understood by a listener
◦ Private Speech Talking aloud to oneself with no intent to communicate with others Normal and common in childhood
3 types of pragmatic ability◦ Speech register◦ Turnabout◦ Shading.
Shared attention during an activity or experience
Responsiveness to a child’s communication attempt that is related to the topic and content
Verbalizing social routines Providing language models
Language stimulation techniques does not involves flash cards, videos or any form of training device.
The most effective method to stimulate language is through loving, responsive and consistent interactions with a child and the people who love him.
The most intensive period for speech and language development for humans is during the first 3 years of life, when the brain is developing and maturing. ◦ During this time, parents and caregivers are engaging in a variety
of forms of communication with the child, i.e. They respond when the infant cries; they provide the sounds and words that become the building blocks for
language. By six months of age, most children will recognize the basic sounds of
their native language. By the end of their first year, most children understand and can speak several words.
Influences on Language Development◦ Babies learn by listening to what adults say parents
with lower incomes, educational and occupational levels tend to spend less time talking with their children in positive ways
◦ Child-directed speech speak slowly in a high-pitched voice with exaggerated ups and downs, simple speech, exaggerate vowel sounds, use short words and sentences
Preparing For Literacy: The Benefits of Reading Aloud◦ Opportunities for emotional intimacy and parent-
child communication◦ Children who are read to oftenbetter language
skills at ages 2½, 4½, and 5 and better reading comprehension at age 7
Vocabulary, Grammar, and Syntax◦ As vocabulary grows during the school years,
children use increasingly precise verbs to describe an action, i.e. hitting, slapping
Pragmatics: Knowledge about Communication◦ Practical use of language to communicate including
conversational and narrative skills
Behaviorism Social Cognitive Theory -Albert Bandura
Nativism/ Linguistics Language Acquisition Device (LAD) Noam
Chomsky
The Interactionist Theory (compromise between the behaviorist and Nativist approaches)
Cognitive Theory - Jean Piaget The Information Processing Theory Social Interaction Theory
Behaviorists believe language is something that can be observed and measured.
The need to use language is stimulated and language is uttered in response to stimuli.
Social cognitive theory◦ Emphasize that behavior, environment and cognition
as the key factors in language development◦ Language is learned and is influenced strongly by
environmental experiences through observational learning/modelling
◦ In the classroom, teachers model the type of work they want their children to produce from this children learn what to do and how to do it.
◦ Under behaviorism, children first imitate what adults say.
◦ This mimicry is either positively or negatively reinforced with social conditioning. If the children speak correctly, they are praised. If they demand food, they are fed.
◦ Thus they are conditioned to retain their successful utterances and discard the unsuccessful.
According to Chomsky◦ Humans are biologically pre wired to learn language
at a certain time and in a certain way.◦ Human brain are pre-programmed every normal
person are able to talk and understand language.◦ All children are born with ‘a language acquisition
device (LAD), a biological endowment that enables the child to detect certain language categories, such as phonology, syntax and semantics’
◦ LAD depend on cells in the brain (cerebrum cortex)◦ Through LAD children can analyzed language that
they hear and able to construct a proper grammar. Supporters of the LAD say that all children will
learn some form of language by a certain age despite how much language input they have received.
Cognitive Theory◦ Piaget proposed that language is made up of symbols and
structures develops as a child’s mental abilities mature. In addition, language is only one of many human mental or cognitive activities. Proving this theory is troublesome, however.
The Information Processing Theory◦ Take its cue from computers, where bits of information are
processed into language i.e. many connections are necessary to build language, and language results from the development of patterns and the ability to predict.
◦ But this theory has been criticized for not considering the impact of social interactions.
Social Interaction Theory.◦ Language has structure and environment plays an important
role in shaping that structure. ◦ Social Interaction Theory goes beyond verbal utterances, i.e.
language also includes the non-verbal actions that exhibit an understanding of meaning. Such non-verbal social behaviors often have the same effect as words
to accomplish the ends that verbal language does. E.g. As many mothers know, a look or tone of voice can extract a reaction that is the same as when language alone is used.
1. Discuss the following language development component in children, i.e. :
◦ How does phonology developed in children?◦ How does Semantic developed in children?◦ How does Syntax developed in children?◦ How does Pragmatics developed in children?
2. Discuss the differences of language development Theories
Behaviorism Nativism/ Linguistics The Interactionist Theory