Chapter 6: Perceptual and Motor Development

1. Chapter 6: Perceptual and Motor Development Module 6.1 Basic Sensory and Perceptual Processes Module 6.2 Complex Perceptual and Attentional Processes Module 6.3 Motor Development Children and Their Development, 3/e by Robert Kail

2. 6.1 Basic Sensory and Perceptual Processes Smell, Taste, and Touch Hearing Seeing Integrating Sensory Information

3. Habituation: paying less attention as something becomes familiar Even newborns can smell, taste, and feel These skills are useful in recognizing parents and in feeding 6.1 Smell, Taste, and Touch

4. Infants hear well, though not quite as accurately as adults Infants’ hearing is best for sounds that have pitches in the range of human speech Infants use sound to locate objects 6.1 Hearing

5. Acuity is 20/200 to 20/400 at birth but improves rapidly Cones in the retina of the eye detect color By 3 or 4 months, infants’ color perception is like adults’ color perception 6.1 Seeing

6. Stimuli to Measure Visual Acuity 6.1: Seeing

7. Wavelength of Light 6.1: Seeing

8. Infants can recognize visually an object that they have only touched previously Infants can detect relations between visual and auditory information Infants’ sensory systems are attuned to intersensory redundancy 6.1 Integrating Sensory Information

9. Audio-Visual Redundancy 6.1: Integrating Sensory Information

10. 6.2 Complex Perceptual and Attentional Processes Perceiving Objects Attention Attention Deficit Hyperactivity Disorder

11. Infants master perceptual constancies early Motion, color, texture, and aligned edges are used to perceive objects By 4 months, infants have size, shape, brightness, and color constancy Many cues are used to infer depth Infants like to look at human faces 6.2 Perceiving Objects

12. Use of Motion to Perceive Objects 6.2: Perceiving Objects

13. Perceiving Objects Using Color, Texture, and Aligned Edges 6.2: Perceiving Objects

14. Shape Constancy 6.2: Perceiving Objects

15. Infants’ Scanning of Faces 6.2: Perceiving Objects

16. Attention improves with age We can help children be more attentive by reminding them to be attentive teaching strategies to be attentive removing distractions 6.2 Attention

17. Age Differences in Attention 6.2: Attention

18. Age Differences in Directed Attention 6.2: Attention

19. Occurs more often in boys than girls Symptoms: inattention, hyperactivity, and impulsivity Biological and hereditary causes Drugs alone can treat ADHD Drugs combined with psychosocial treatment are best treatment ADHD and accompanying problems 6.2 Attention Deficit Hyperactivity Disorder

20. 6.3 Motor Development Locomotion Fine-Motor Skills Physical Fitness

21. Walking alone occurs around the first birthday Dynamic Systems Theory: motor development involves many distinct skills Differentiation and integration of component skills (posture and balance, stepping, perceptual skill) is necessary 6.3 Locomotion

22. Motor Milestones 6.3: Locomotion

23. Reaching and grasping become more coordinated throughout infancy Toddlers prefer to use one hand and this preference becomes stronger during the preschool years Heredity and culture influence handedness 6.3 Fine-Motor Skills

24. Most school children in U.S. are not physically fit Many children engage in sedentary leisure activities (e.g., TV, computer games) Sports help children be physically fit, teach cognitive and social skills Coaches should be positive and have realistic expectations 6.3 Physical Fitness