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Chapter 6: Cognition in Infants and Toddlers

Chapter 6: Cognition in Infants and Toddlers. 6.1 Piaget’s Theory 6.2 Information Processing 6.3 Language. 6.1 Piaget’s Theory. Basic Principles of Piaget’s Theory Piaget’s Sensorimotor Stage Evaluating Piaget’s Account of Sensorimotor Thought The Child as Theorist.

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Chapter 6: Cognition in Infants and Toddlers

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  1. Chapter 6: Cognition in Infants and Toddlers • 6.1 Piaget’s Theory • 6.2 Information Processing • 6.3 Language

  2. 6.1 Piaget’s Theory • Basic Principles of Piaget’s Theory • Piaget’s Sensorimotor Stage • Evaluating Piaget’s Account of Sensorimotor Thought • The Child as Theorist

  3. Basic Principles of Piaget’s Theory • Schemes: organize experience • Assimilation: incorporate new experiences into existing schemes • Accommodation: change schemes based on experience • Equilibration: reorganize schemes to return to state of equilibrium 6.1 Piaget’s Theory

  4. Piaget’s Sensorimotor Stage • From birth to 2 years • Begins with reflex action and ends with use of symbols • Primary, Secondary, and Tertiary Circular Reactions are repetitive acts that help the infant learn about the world 6.1 Piaget’s Theory

  5. Evaluating Piaget’s Account of Sensorimotor Thought • Other researchers have found alternative explanations for performance on Piagetian tasks • Object permanence may occur at a younger age than Piaget thought 6.1 Piaget’s Theory

  6. “Impossible” Event

  7. The Child as Theorist • Young children develop theories that organize knowledge about properties of objects and living things • By 6 months, know that 1st object striking 2nd object will cause 2nd to move • Toddlers understand different properties of animate and inanimate objects 6.1 Piaget’s Theory

  8. Colliding Cylinders Familiarization: Medium cylinder collides with bug Test with Large Cylinder: Large cylinder collides with bug Test with Small Cylinder: Small cylinder collides with bug

  9. Results of Colliding Cylinder Experiment

  10. 6.2 Information Processing • Basic Features of the Information-Processing Approach • Learning • Memory • Understanding the World • Individual Differences in Ability

  11. Basic Features of the Information-Processing…. • People and computers are both symbol processors • Hardware: sensory, working, and long-term memory • Software is task specific 6.2 Information Processing

  12. Components of Mental Hardware

  13. Learning • Habituation: diminished responding to a stimulus as it becomes familiar • Classical conditioning: neutral stimulus elicits a response that was originally produced by another stimulus • Operant conditioning: focus on consequences and reoccurrence of behavior 6.2 Information Processing

  14. Memory • Babies remember, forget, and can be prompted to recall forgotten material • Infantile amnesia: inability to remember events from early in life (can be explained by development of language and sense of self) 6.2 Memory

  15. Understanding the World • Infants distinguish quantities because small quantities may be perceptually obvious • Infants have an egocentric frame of reference but will develop and objective frame of reference later 6.2 Information Processing

  16. Test of Quantity

  17. Individual Differences in Ability • Individual differences are measured in mental tests for infants and toddlers • Scores from infant intelligence tests are not related to later IQ scores • Habituation in infants is a better predictor of later IQ 6.2 Information Processing

  18. 6.3 Language • Perceiving Speech • First Steps to Speaking • First Words • Fast Mapping Meanings to Words • Styles of Learning Language

  19. Perceiving Speech • Phonemes are sounds that are the building blocks of language. • Young babies can hear phonemes, even those not in their language. • Infant directed speech may help children learn language. 6.3 Language

  20. Infant Listening to Phonemes

  21. First Steps to Speaking • 2 months--cooing • 5 or 6 months--babbling • 7 or 8 months--babbling includes intonation • Deaf children “babble” in sign language 6.3 Language

  22. First Words • Infants understand that words are symbols • First words include people, animals, food, and toys • Gestures are symbols that children start to use around the time they begin to talk 6.3 Language

  23. Fast Mapping Meaning to Words • Children learn words too rapidly to be starting from scratch on each one • Joint attention, simple rules, and sentence cues help children learn word meanings • Underextensions and overextensions are 2 common errors 6.3 Language

  24. Boz Blocks

  25. Styles of Learning Language • Referential style: vocabularies consist mainly of words that name objects, persons, or actions • Expressive style: vocabularies include many social phrases that are used as a single word (e.g., “go-away,” “I-want-it”) 6.3 Language

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