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Copyright © Allyn & Bacon 2007 Development Through the Lifespan Chapter 5 Cognitive Development in Infancy and Toddlerhood This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007 Development Through the Lifespan Chapter 5 Cognitive Development in Infancy and Toddlerhood This multimedia product and

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Copyright © Allyn & Bacon 2007

Development Through the LifespanDevelopment Through the Lifespan

Chapter 5

Cognitive Development inInfancy and Toddlerhood

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

Any public performance or display, including transmission of any image over a network;

Preparation of any derivative work, including the extraction, in whole or in part, of any images;

Any rental, lease, or lending of the program.

Chapter 5

Cognitive Development inInfancy and Toddlerhood

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

Any public performance or display, including transmission of any image over a network;

Preparation of any derivative work, including the extraction, in whole or in part, of any images;

Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007

Piaget’s Theory: Schemes

Psychological structures Organized ways of making sense of

experience

Change with age Action-based sensorimotor patterns Later move to “thinking before acting”

pattern – creative and deliberate

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Building SchemesBuilding Schemes

Adaptation Building schemes through direct

interaction with environment

Assimilation Using current schemes to interpret

external world

Accommodation Adjusting old schemes and creating

new ones to better fit environment

Adaptation Building schemes through direct

interaction with environment

Assimilation Using current schemes to interpret

external world

Accommodation Adjusting old schemes and creating

new ones to better fit environment

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Using Assimilation and AccommodationUsing Assimilation and Accommodation

Organization Internal rearranging and linking

schemes

Organization Internal rearranging and linking

schemes

Equilibrium and Disequilibrium Use assimilation during equilibrium Disequilibrium prompts accommodation

Equilibrium and Disequilibrium Use assimilation during equilibrium Disequilibrium prompts accommodation

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Sensorimotor StageSensorimotor Stage

Birth to 2 years Building schemes through

sensory and motor exploration Circular reactions

Birth to 2 years Building schemes through

sensory and motor exploration Circular reactions

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Sensorimotor SubstagesSensorimotor Substages

Reflexive Schemes Birth –1 mo. Newborn reflexes

Primary Circular Reactions

1–4 months Simple motor habits centered around own body

Secondary Circular Reactions

4–8 months Repeat interesting effects in surroundings

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

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Object PermanenceObject Permanence

Understanding that objects continue to exist when out of sight

According to Piaget, develops in Substage 4

Not yet complete:

A-not-B search error

Understanding that objects continue to exist when out of sight

According to Piaget, develops in Substage 4

Not yet complete:

A-not-B search error

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Mental RepresentationsMental Representations

Internal, mental depictions of objects, people, events, information Can manipulate with mind Allow deferred imitation

and make-believe play

Internal, mental depictions of objects, people, events, information Can manipulate with mind Allow deferred imitation

and make-believe play

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Violation of Expectations MethodViolation of Expectations Method

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Deferred ImitationDeferred Imitation

Piaget: Develops about 18 months Newer research:

6 weeks – facial imitation 6 – 9 months – copy

actions with objects 12 – 14 months – imitate

rationally 18 months – imitate intended,

but not completed, actions

Piaget: Develops about 18 months Newer research:

6 weeks – facial imitation 6 – 9 months – copy

actions with objects 12 – 14 months – imitate

rationally 18 months – imitate intended,

but not completed, actions

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Evaluation of the Sensorimotor StageEvaluation of the Sensorimotor Stage

Develop when Piaget suggested

• Object search • A-not-B • Make-believe play

Develop earlier than

Piaget suggested

• Object permanence• Deferred imitation• Categorization• Problem solving by analogy

Some suggest infants are born with core knowledge in several domains of thought

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Core Knowledge PerspectiveCore Knowledge Perspective Born with innate, special-purpose

knowledge systems Core domains of thought

Core domains allow quick grasp of related information

Support rapid early development

Born with innate, special-purpose knowledge systems Core domains of thought

Core domains allow quick grasp of related information

Support rapid early development

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Suggested Domains of Core KnowledgeSuggested Domains of Core Knowledge

Linguistic Psychological Physical Numerical

Linguistic Psychological Physical Numerical

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Testing Babies’ Numerical KnowledgeTesting Babies’ Numerical Knowledge

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Infants’ Numerical KnowledgeInfants’ Numerical Knowledge

Infants may be able to: Discriminate quantities up to 3 Do simple arithmetic

Findings are controversial

Infants may be able to: Discriminate quantities up to 3 Do simple arithmetic

Findings are controversial

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Store Model of Information ProcessingStore Model of Information Processing

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Information-Processing Improvements Information-Processing Improvements

Attention

•Efficiency, ability to shift focus improve•Less attraction to novelty, better sustained attention after first year

Memory•Retention intervals lengthen•Recall appears by 1 year; excellent in second year

Categorization

•Impressive perceptual categorization in first year•Conceptual categorization in second year

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Memory ImprovementsMemory Improvements

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Development of CategorizationDevelopment of Categorization

Perceptual Based on similar

overall appearance or prominent part

Perceptual Based on similar

overall appearance or prominent part

Conceptual Based on common

function or behavior

Later add event categories

Conceptual Based on common

function or behavior

Later add event categories

Copyright © Allyn & Bacon 2007

Vygotsky’s Sociocultural TheoryVygotsky’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 help of more skilled partners

Social contexts (other people) contribute to cognitive development

Zone of Proximal Development – tasks child cannot do alone but can learn to do with help of more skilled partners

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Toddler/InfantIntelligence TestsToddler/InfantIntelligence Tests Bayley Scales

Cognitive Language Motor Social-Emotional Adaptive Behavior

HOME Home Observation for

Measurement of the Environment

Bayley Scales Cognitive Language Motor Social-Emotional Adaptive Behavior

HOME Home Observation for

Measurement of the Environment

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Meaning of Different IQ ScoresMeaning of Different IQ Scores

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Normal Distribution of IQ ScoresNormal Distribution of IQ Scores

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Signs of Developmentally-Appropriate Child CareSigns of Developmentally-Appropriate Child Care

Physical setting Group size Caregiver-child ratio Daily activities

Physical setting Group size Caregiver-child ratio Daily activities

Adult-child interactions Teacher qualifications Relationships with parents Licensing & accreditation

Adult-child interactions Teacher qualifications Relationships with parents Licensing & accreditation

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IQ Improvement from Early Intervention ProgramsIQ Improvement from Early Intervention Programs

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Three Theories of Language DevelopmentThree Theories of Language Development

Behaviorist

Learned through • Operant conditioning (reinforcement) • Imitation

Nativist

Inborn Language Acquisition Device (LAD) biologically prepares infants to learn rules of language

Interactionist

• Inner capacities and environment work together• Social context is important

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Getting Ready to TalkGetting Ready to Talk

First speech sounds Cooing Babbling

Becoming a communicator Joint attention Give- and-take Preverbal gestures

First speech sounds Cooing Babbling

Becoming a communicator Joint attention Give- and-take Preverbal gestures

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Starting to TalkStarting to Talk

First Words Underextension Overextension

Two-Word Utterances Telegraphic Speech

First Words Underextension Overextension

Two-Word Utterances Telegraphic Speech

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Individual Differences in Language DevelopmentIndividual Differences in Language Development Environment

Child-Directed Speech (CDS)

Gender Personality Language Style

Referential Expressive

Language Delay

Environment Child-Directed Speech (CDS)

Gender Personality Language Style

Referential Expressive

Language Delay

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Supporting Early Language LearningSupporting Early Language Learning

Infants

• Respond to coos and babbles• Establish joint attention • Use child-directed speech• Play social games

Toddlers

• Play make-believe together• Have frequent conversations• Read often and talk about books