Human Development Ch5

1.Piaget’s ideas About Cognitive change (define schemes)

Schemes- organized ways of making sense of experience/learning; these change w Age

First schemes- sensorimotor action patterns(dropping a toy & watching w interest)

Later schemes- evidence of thinking before acting

2.Intentional behavior, newborn reflexes

Newborn reflexes: These are the  building blocks of sensorimotor intelligence, birth- 1 month

Intentional Behavior: intentional goal directed behavior to solve simple problems, 8-12 months

3.Mental Representation, deferred imitation, object permanence

Mental representation:  babies learn they can picture things in their mind, internal depictions, 18 months- 2 years. We know this when we see babies find toys/objects that were moved out of sight. 

Deferred imitation: ability to remember & copy behaviors of a model not present

Object permanence: Babies understanding just bc I cant see nothing doesn't mean it's gone forever

Deferred imitation vs Inferred imitation

Deferred imitation-  ability to remember & copy behaviors of a model not present, makes make-believe play possible

Inferred imitation-  requires inferring others intentions, when babies imitate intentional behavior over unintentional behaviors

Displaced reference: realization that words can cue mental images of things not present, emerges around first birthday

4.Information Processing (define sensory register, working memory, central executive, executive function)

Informations is held for processing in three areas:

Sensory register, short term memory, long term memory

Sensory register: sights & sounds are represented directly and stored briefly

Working memory: the number of items that can be briefly held in the mind while also engaging in some effort to monitor or manipulate those items; Mental workspace

Central executive: directs the flow of information, conscious part of the mind that coordinates incoming info w existing info, enables complex flexible thinking

Executive function: the diverse cognitive operations and strategies that enable us to achieve our goals in cognitively challenging situations

5.Infantile Amnesia

 Inability  to recall events prior to age 2 or 3

Possible causes: brains hippocampus integrating new neurons with existing neural circuits is believed to disrupt already stored memories

Lack of clear self image

Lack of language/theory of mind

6.The Social Context of Early Cognitive Development (define Vygotsky’s sociocultural theory, scaffolding, and zone of proximal development)

Sociocultural theory: cultural comes from socialization with elders in family to younger generation

Scaffolding- promotes learning at all ages by adjusting teaching to fit children's specific needs

Zone of proximal development: tasks too difficult for child to do alone but possible help of a skilled partner: child cant do alone but can do w help of someone

7.Infant and Toddler Intelligence Tests (IQ vs. DQ)

Development quotient is given to children instead bc they examine development not intelligence

DQ- emphasize  perceptual and motor responses

Home Environment – what parents can do to encourage early language progress in children

Reading & talking to them can help a lot w toddlers

Head start programs

Early Interventions for at Risk Infants and Toddlers, Early Head Start- benefits

Intervention programs have been created to help at risk infants: these include in center based interventions- children go to an organized in person preschool program

In home based interventions- done at home by a skilled individual

Early Head Start benefits- leads to warmer, more stimulating parenting, reduction in harsh discipline, gains in cognitive & language development, & lessening of child aggression

Define Cooing and babbling, overextension, infant directed speech, referential style, expressive style, telegraphic speech, infant-directed speech

Cooing: vowel like noises

Babbling: vowel + consonant sounds

Underextension : applying a word to narrowly, to a smaller number of objects and events than is

appropriate

Overextension: applying word too broadly, a child telling u to open orange instead of “slicing/peel”

Telegraphic speech: babies leave out words and get straight to the point: two word utterances, leave out less important words: shoe wet instead of the shoe is wet

Referential style : Vocabulary consists of mainly words that refer to objects; using words like dog, ball, car more often than hi, thank you, bye

Expressive style: vocabulary in which toddlers talk more about self and use pronouns and social formulas; thank you, I want the toy, done

Infant directed speech: the way we talk to babies: high pitch voice, very smiley, repeating phrases and so on