cognitive development in infancy and toddlerhood
TRANSCRIPT
Piaget’s Theory: Schemes
Psychological structures Organized ways of making sense of
experience Change with age
Action-based (motor patterns) at first Later move to a mental (thinking) level
Building Schemes
Adaptation Building schemes
Assimilation Using current schemes to
interpret external world Accommodation
Adjusting old schemes and creating new ones to better fit environment
Using Assimilation and Accommodation
Equilibrium and Disequilibrium Use assimilation during
equilibrium Disequilibrium prompts
accommodation Organization
Internal rearranging and linking schemes
Sensorimotor Stage
Birth to 2 yearsBuilding schemes
through sensory and motor exploration
Circular reactions
Sensorimotor SubstagesReflexive Schemes Birth –1
monthNewborn reflexes
Primary Circular Reactions
1 – 4 months
Simple motor habits centered around own body
Secondary Circular Reactions
4 – 8 months
Repeat interesting effects in soundings
Coordination of Secondary Circular Reactions
8 – 12 months
Intentional, goal-directed behavior; object permanence
Tertiary Circular Reactions
12 – 18 months
Explore properties of objects through novel actions
Mental Representations
12 months – 2 years
Internal depictions of objects or events; deferred imitation
Substage 3(4-10ms) Secondary Circular Reactions
有目的的动作初步形成 ( 智慧动作开始萌芽 ) (Discovering Procedures)
条件:
Substage 5(11-12个月至 1.5 岁 )
Tertiary Circular Reactions
用 [ 尝试与错误 ] 解决问题 ( 第三级循环阶段 ) (Novelty and Exploration)
Object Permanence211
Understanding that objects continue to exist when out of sight
According to Piaget, develops in Substage 4.
Mental Representations211
Internal, mental depictions of objects, people, events, information Can manipulate with mind Allow deferred imitation and
make-believe play
Follow-up research 2: Deferred Imitation214
Piaget: Develops about 18 months
Newer research: Present at 6 weeks – facial imitation 6 – 9 months – copy actions with
objects 12 – 14 months – imitate rationally 18 months – imitate intended,
but not completed, actions
Evaluation of Sensorimotor Stage216
Some developments happen at time Piaget described: Object search, A-not-B, make-believe play
Many appear to happen soon than Piaget thought: Object permanence, deferred imitation,
problem solving by analogy Some have suggested that infants are born
with core knowledge(217) in several domains of thought
Improvements in Information Processing During Infancy
Attention
Efficiency, ability to shift focus improve. Less attraction to novelty, better sustained attention after first year.
Memory
Retention intervals lengthen. recognitionRecall appears by 1 year;
excellent in second year.
Categorization
Impressive perceptual categorization in first year. Conceptual categorization in second year
Vygotsky’s Sociocultural Theory
Social contexts (other people) contribute to cognitive development
Zone of Proximal Development – tasks child cannot do alone but can learn to do with help227
Individual differences in early mental development229
Infant intelligence tests Intelligence quotient,
IQ Developmental
quotients, DQs
Meaning of Different IQ Scores
Early environment and mental dev. :High Quality HOME Environment231
Parent emotional and verbal responsiveness
Parental acceptance Safe physical environment Appropriate play materials Parental involvement Variety, daily stimulation
Early environment and mental dev. :Elements of Developmentally Appropriate
Child Care232 Responsive, interactive, well-trained caregivers Clean, safe, uncrowded indoor spaces Appropriate toys, stored within reach Safe equipment Low teacher-child ratios Flexible daily schedule Warm atmosphere Parents welcome anytime Accredited
Early intervention for at-risk infants and toddlers-----IQ Improvement from
Early Intervention Programs
Three Theories of Language Development235
BehavioristLearned through operant conditioning (reinforcement) and imitation
Nativist
Inborn Language Acquisition Device (LAD) biologically prepares infants to learn rules of language.(broca’s area, Wernicke’s area236)
InteractionistInner capacities and environment work together; Social context is important.
Getting Ready to Talk
First speech sounds Cooing Babbling
Becoming a communicator Joint attention239 Give- and-take Preverbal gestures
Starting to Talk
First Words Underextension Overextension
Two-Word Utterances Telegraphic Speech
Comprehension versus production
Individual Differences in Language Development241
Environment Child Directed Speech(CDS)
Gender Personality Language Style
Referential Expressive
Language Delay