Piaget’s cognitive development perspective Show
Children active in own dev. We rely on our schemas to make sense of the world (which adapt w experience) schemas: concepts/ideas/ways of interacting with the world
First process of cog dev: integrating new experience into preexisting schema ex: 1 yr old grabbing and shoving things into mouth to explore Second cog dev process: needing to change schema bc it doesn’t fit with an existing one 1 y/o cant grab and shove beach ball in mouth so he squeezes and mouths it instead When assimilation and accommodation are balanced: individuals neither incorporating new info into schemas nor changing schemas in light of new info A mismatch between schemas and the world more frequent than equilibrium leads to cognitive growth Substages of sensorimotor reasoning 1:
reflexes (birth- 1 mon) Coordination of secondary schemas 8-12 mos signifies beginning of intentional behavior (goal-oriented) object permanence: understanding obj continues to exist outside sensory awareness (under 8 mos: out of sight out of mind) Violation-of-Expectation method task where stimulus appears to violate physical laws infant looks longer at unexpected event, suggested surprise, aware of physical properties of obj, can mentally represent them occurs when infants are able to uncover a toy hidden behind a barrier, but when the toy moves from behind one barrier (Place A) to another (Place B), they look for the toy in the first place it was hidden Core Knowledge Perspective Researchers generally agree with Piaget but some feel that all knowledge doesn’t begin with sensorimotor activity. They believe that infants are born with *core knowledge*. infants are born with innate (built-in) knowledge systems or core domains of thought that enable early rapid learning and adaptation Innate systems at play in infants (believed by researchers not 100% on board with Piaget) – How come babies know objects don’t disappear out of existence? – Or that objects can’t pass through one another? – They know they’ll fall without support. – They show preferences towards causality… – They can even discriminate between large and small quantities These theorists view the mind as composed of 3 different states 1. Sensory Memory 2. Working Memory 3. Long-term Memory used to manipulate and store info throughout life Mental stores in info processing fades quickly from sensory memory if not processed. If attention on info, passes to working memory. As information is manipulated in working memory, there is a higher chance that it will be stored in long-term memory. can fade in a fraction of a second if not processed short-term memory. – Holds and processes information that is being “worked on” in some way • Considered/comprehended, encoded, or recalled – All conscious mental activity Central Executive: an important part of working memory : A control processor that directs the flow of info and regulates cognitive activities such as attention, action, and problem solving. – decides what is important to attend to – combines new info with info already in working memory – selects and applies manipulation strategies An unlimited store that holds information indefinitely Information is not manipulated or processed in long-term memory; it is simply stored until it is retrieved to manipulate in working memory. Infants memory capacities basic/not very good. most likely to remember events when they take place in familiar contexts and when the infants are actively engaged Grouping different stimuli from a common class allows: – Organizing storage of info in memory – Efficient retrieval of that information – Capacity to respond with familiarity to new stimuli from a common class Information Processing Skills During Infancy: Rundown 1. Attention increases steadily over infancy 2. Memory improves with age. 3. By the end of the first year, infants can remember a visual stimulus for several days or even weeks. 4. Infants first categorize based on perceived similarity. 5. The use of categories improves memory efficiency Bayley Scales of Infant Development III (BSID-III) The most often used standardized measure of infant intelligence Consists of motor scales, cognitive scales, language scale, social-emotional scale... • infants 1 - 42 mos age –performance varies considerably from one testing session to another. – Poor results may not be the result of developmental functioning. – Results from this measure is not indicative of intelligence scores at 18 years of age. Information Processing Approach to Intelligence Infants who process info more efficiently are thought to acquire knowledge more quickly. naturally notice complex patterns of sounds and organize into meaningful info. infants understand more words than they can say Prelinguistic Communication vocal sounds like cooing, gurgling, vowel sounds (ooooo, eeeee), babbling One-word expressions used to express complete thought @ one yr age (when first word is spoken) Around 2 years comes the word explosion, where vocabulary is rapidly increasing Begins around 21 months of age speaking like a telegram, only including a few essential words universal among toddlers “Kitty come”, “Mommy milk” Learning Theory (B.F. Skinner): theory of language dev Imitation and reinforcement shape children’s language acquisition (operant conditioning). • Caregivers respond to utterances with interest, attention, imitating and reinforcing infants’ verbal behavior. Nativist Theory (Chomsky): theory of language dev • The human brain has an innate capacity to learn language. • Language acquisition device (LAD) – an innate facilitator of language and storehouse of rules that apply to all human languages (universal grammar) Biological Contributions of language dev. 1. Broca’s area: controls the ability to use language for expression 2. Wernicke’s area: responsible for language comprehension Canonical babbling • A type of babbling with well-formed syllables that sounds like language • Parents tune in and treat the vocalizations in a new way. Infant- directed Speech: • Known as “motherese” Expansions: • Parents enrich versions of the child’s statement. Recast: • Children’s sentences are restated into new grammatical forms. What language can be understood What language can be produced How did Piaget determine whether a child understands object permanence?To determine if object permanence was present, Piaget would show a toy to an infant before hiding it or taking it away. In one version of his experiment, Piaget would hide a toy under a blanket and then observe to see if the infant would search for the object.
Which sensorimotor substage is an active and purposeful trial and error exploration?Children begin a period of trial-and-error experimentation during the fifth substage. For example, a child may try out different sounds or actions as a way of getting attention from a caregiver.
Which theory of language development states that language is learned through reinforcement punishment and imitation?The behaviorist theory believes that “infants learn oral language from other human role models through a process involving imitation, rewards, and practice.
What is the main finding in rovee Collier's experiment of infant memory?In contrast to the predictions of both Freudian and classic Piagetian theorists, Rovee-Collier found that infants as young as 2 months showed some memory for the mobile.
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The understanding that things continue to exist outside of sensory awareness is called
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