chapter 6 - cog dev infancy

classical conditioning

infant learns that a S predicts something that is coming, ie. emma learning to automatically smile at camera

operant conditioning

baby learns to repeat an action to get the desired rein.

research applications to infant memory

OC when baby learns to kick mobile more, babies (young as 2 m.o.) remembered up to two days later to kick and when they had periodic reminders could remember for up to a year, contextualization also learned (ie. blanket pattern)

bayley scales of infant dev

used with kids younger than 3.5 to measure cognitive B and physical D

HOME

home observation for measurement of the E for kids age 0-3 to measure influence of home E on cognitive D, usually only used when there’s concern, ie. history of mom using drugs

piagetian approach

qualitative description of what kids can do at certain ages

sensorimotor stage (piagetian approach)

from birth-2 y.o., kids learn by using developing senses and motor skills

circular reactions (piagetian approach)

similar to OC, how a child learns to reproduce a pleasureable event that was first discovered by chance

primary circular reactions (piagetian approach)

simple, repetitive act based on baby’s own body, ie. sucking thumb

secondary circular reactions (piagetian approach)

results go beyond baby’s body, ie. baby coos and then sees smiling face

tertiary circular reactions (piagetian approach)

varies from the original action to get the same result, ie. baby steps on rubber duck, so then baby squeezes and duck squeaks again 

object permanence

the understanding that when a person/object is out of sight it still continues to exist

• peekaboo: not a total understanding of o.p.

• a not b error: putting object under different color cloth

understanding of scale

kids misperceive relative size of objects before age 2 because they understand function but not size, ie. claire sitting in doll bed for bedtime

evaluating piaget’s sensorimotor stage

correct on sequence of D with cognitive skills and applies universally, but tended to underestimate the ages kids could do things

information processing approach (ipa)

conceptualize the brain and break it into smaller pieces, ie. parts of memory rather than overall memory

predicting iq (ipa)

4 core cognitive domains that predict iq:

1. attention

2. processing speed

3. memory

4. representational competence

habituation (ipa)

babies become bored when they’ve been exposed repeatedly to a S that results in reduced response

violation of expecations (voe)

process by which baby shows surprise when an event violates their expected outcome, ie. object permanence and short and tall carrot/possible and impossible events

causality (voe)

principle that one event causes another, experience with objects helps in understanding this

numbers (voe)

babies have basic knowledge of low #s (like 1,2,3) which seems to be innate, ie. teddy bear and screen with possible and impossible outcome

cognitive neuroscience approach

underlying brain D when babies learn new things, implicit (unaware how) memory vs. explicit (cause known) memory

social contexual approach

how E and social interactions guide D

early vocalizations

basic levels of communication largely driven by physical D (same for kids at same age)

1. crying: baby needs something

2. cooing: 1.5-3 m.o., making vowel sounds but can show emotional state and can laugh

3. babbling: 6-10 m.o., consonant sounds but not words (no meaning/reasoning behind it)

4. imitation: 9-10 m.o., imitate sounds without understanding the meaning (includes language, sentence structure, statements vs. questions)

gestures

1. pointing: 9-12 m.o., indicates interest

2. conventional gestures: 12 m.o., like waving goodbye

3. representational gestures: 13 m.o., more complex that more conveys thoughts or words, ie. arms up to be picked up

4. symbolic gestures: 14-15 m.o., represents specific objects of events usually around time when first words are spoken, studies show sign language is beneficial until baby can talk, ie. hand sign for more

linguistic speech

spoken words to convey meaning, lots of variation caused by experience and age

1. first words: 10-14 m.o., single words

2. naming explosion: 16-24 m.o., when baby goes from knowing 50 words to 400

3. holophrase: one word that conveys whole thought, ie. byebye

4. first sentences: 18-24 m.o., 2 words (noun+verb) is called telegraphic speech

5. syntax: 20-30 m.o., adding extra words and paying attention to grammar, ie. plurals, past tense, etc.

learning theory of language acquisition

reinforcement for making certain sounds, more nurture side of things

nativism theory of language acquisition

babies are born with capacity for acquiring language, more nature side of things

interaction theory of language acquisition

both learning theory (nurture) and nativism (nature) have an effect on language L

brain development

motor cortex develops and babbling starts

social interaction

live interaction facilitates speech, person interaction better than a tv interaction

child directed speech

automatic, special way of talking to baby that is higher pitch, slower, and repeated, simulates baby’s brain more than “normal” talk