CHAPTER 5: COGNITIVE DEVELOPMENT DURING THE FIRST THREE YEARS

sensiromotor stage

- The first of Piaget's four stages of cognitive development.

- Much of this early cognitive growth comes about through circular reactions, in which an infant learns to reproduce events originally discovered by chance.

SUBSTAGE 1: USE OF REFLEXES

- (birth to about 1 month)

- Infants understand the world through innate reflexes such as sucking, grasping, and looking.

- Babies use natural reflexes.

eg. newborns suck reflexively when their lips are touched. But they soon learn to find the nipple even when they are not touched, Sucking a bottle or grasping a finger.

SUBSTAGE 2:Primary Circular Reactions

1-4 months

- Babies repeat actions involving their own bodies.

E.g. Sucking their thumb repeatedly.

SUBSTAGE 3: SECONDARY CIRCULAR REACTIONS

- About 4-8 months

- Infants repeat actions that produce interesting effects on objects or the environment.

- Babies repeat actions involving objects.

e.g. a baby this age might repeatedly shake a rattle to hear the noise or coo when a friendly face appears so that it stays longer. Their actions are intentional but not goal-directed.

SUBSTAGE 4: COORDINATION OF SECONDARY SCHEMES

- 8 - 12 months

-Infants begin goal-directed behavior, combining actions intentionally to achieve a goal. Object permanence begins to develop.

- Babies act with a goal in mind.

- They will crawl to get something they want, grab it, or push away a barrier to it. They try out, modify, and coordinate previous schemes to find one that works.

E.g. Moving a pillow to get a toy.

SUBSTAGE 5: TERTIARY CIRCULAR REACTIONS

- about 12 - 18 months

- babies begin to experiment to see what will happen.

- By trial and error, toddlers try behaviors until they find the best Way to attain a goal.

- Toddlers experiment with different actions.

eg. a toddler may squeeze a rubber duck, then step on it, then throw it in order to see if all three actions result in squeaks, or drop a spoon to see what happens.

SUBSTAGE 6: MENTAL COMBINATIONS

- about 18 months to 2 years

- a transition to the preoperational stage of early childhood.

- Children develop mental representations, symbolic thought, deferred imitation, and can solve simple problems mentally before acting.

- Toddlers can think before acting and use symbols

E.g., pretending a banana is a phone.

Representational ability

- the ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental pictures

An example of this is a baby playing with a toy smartphone.

Imitation

- 9-24 months

- Babies copy what they see.

- they can copy actions after some time has passed (deferred Imitation)

Object Permanence

- 4-24 months (develops gradually)

- Bables learn that objects still exist even when they cannot see them.

Symbolic Development

- 18-24 months

- Children use one object to represent another.

Categorization

- 18-24 months

- Children begin grouping objects by similarities (e.g., animals, toys, foods).

Causality

- 4-12 months

- Babies learn that their actions can make things happen (cause and effect).

Number

- 18-24 months

- Children begin to understand simple ideas about quantity (e.g., one vs. many).

HABITUATION

- a type of learning in which repeated or continuous exposure to a stimulus reduces attention to that stimulus.

- in newborns, repeatedly presenting a stimulus such as sound or visual pattern and then monitoring responses.

example: if you show a new toy to a 4-month-old baby, they will stare at it for a long time. If you keep showing the exact same toy many times, the baby will look at it for a shorter time and then look away. They are now habituated to the toy.

DISHABITUATION

- If a new sight or sound is presented, the baby's attention is generally captured once again, and the baby will reorient toward the interesting stimulus

e.g. A baby looks at the same teddy bear for several minutes and eventually loses interest. Then, someone shows the baby a bright red ball. The baby immediately looks at the new toy.

- Babies become Interested again when they see a new stimulus after getting used to a familiar one.

- Measures the baby's ability to detect change.

- Uses one familiar stimulus, then introduces a new stimulus.

Purpose: Tests whether babies can recognize something new.

VISUAL PREFERENCE

- The tendency to spend more time looking at one sight rather than another

e.g. If babies given a choice between looking at a curved or straight line spend more time focused on the curved line, the implication is that babies like curved lines more than straight lines.

- Babies naturally look longer at stimulus because they find it mean interesting or attractive.

- Measures what babies prefer to look at.

- Presents two stimuli at the same time and observes which one the baby looks at longer.

Purpose: Identifies what babies can distinguish or what they find more interesting.

VISUAL RECOGNITION MEMORY

- Ability to distinguish a familiar visual stimulus from an unfamiliar one when shown both at the same time.

e.g. A baby sees their mother leave the room. When the mother returns, the baby smiles immediately because they recognize her face.

Lev Vygotsky

- Language develops through social interaction

- Children learn best through interacting with other people, such as parents, teachers, siblings, and peers. - He believed that culture also shapes how children think, solve problems, and learn.

- Children develop cognitive skills when they receive guidance from a More Knowledgeable Other (MKO) through social interaction, especially within the Zone of Proximal Development (ZPD) using scaffolding.

Zone of Proximal Development (ZPD)

- includes tasks that are just beyond the child's current ability but can be accomplished with guidance or support (scaffolding).

Recognition

- is the ability to identify something that has been seen before, such as a familiar face, object, or picture.

- Infants develop recognition memory before recall memory, which is why they can recognize their parents' faces long before they can remember information without seeing it.

Recall

means remembering information without seeing it first.

Assimilation

- "This new thing fits what I already know."

Fast-mapping strategy

- Learns a new word quickly

EX: Learns "elephant" after hearing it once

Overextension

- Uses a word too narrowly

- "Use one word for too many things"

- Occurs when a child uses one word to refer to too many things because they share similar characteristics.

EX: Calls only their own cup "cup"

Telegraphic speech

- Uses short, simple phrases

EX: "Daddy go work."

Noam Chomsky

Language is innate (LAD)

Jean Piaget

Language develops with cognitive development

Albert Bandura

Language is learned through observation and imitation

Prelinguistic Speech

- utterance of sounds that are not words.

- This includes crying, cooing, babbling, and accidental and deliberate imitation of sounds without understanding their meaning.

Code Switching

- Changing from one language to another.

- Often depends on the situation or the person being spoken to.

Example: Speaking English to a teacher, then switching to Filipino when talking to a friend.

Code Mixing

- Mixing words or phrases from two languages in one sentence.

- Happens naturally because the speaker is comfortable using both languages.

Example: "Let's kain first before we study."

Rovee-Collier's study

- as young as 3 months, a child can remember specific objects within 10 minutes.

Infantile Amnesia

as the child grows, if there are things they cannot remember due to not matured hippocampus yet, this is called as?

behaviorist approach

- studies the basic mechanics of learning.

- are concerned with how behavior changes in response to experience.

psychometric approach

Measures quantitative differences in abilities that make up intelligence by using tests that indicate or predict these abilities!

Piagetian approach

- looks at changes, or stages, in the quality of cognitive functioning.

- It is concerned with how the mind structures its activities and adapts to the environment.

information-processing approach

- focuses on perception, learning, memory, and problem solving.

- It aims to discover how children process information from the time they encounter it until they use it.

cognitive neuroscience

approach seeks to identify what brain structures are involved in specific aspects of cognition.

social-contextual approach

examines the effects of environmental aspects of the learning process, particularly the role of parents and other caregivers.

classical conditioning

Learning based on associating a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response.