PSY 213 1st Edition Lecture 9 Outline of Last Lecture I Height and weight II The brain III Sleep Outline of Current Lecture I Gross Motor Skills II Fine Motor Skills III Sensory and Perceptual Development IV Exploring Sensory and Perceptual Development V Visual Perception VI Other Senses VII Intermodal Perception VIII Cognitive Development IX Piaget s Theory X Evaluating Piaget s Sensorimotor Stage XI Learning Remembering and Conceptualizing XII Language Development XIII Defining Language XIV How Language Develops Current Lecture These notes represent a detailed interpretation of the professor s lecture GradeBuddy is best used as a supplement to your own notes not as a substitute I Gross Motor Skills Involve large muscle activities a Such as moving one s arms and walking Newborn infants cannot voluntarily control their posture b Locomotion and postural control are closely linked especially in walking upright Development in the second year c Toddlers become more mobile are motor skills are honed d By 13 18 months i Toddlers can pull a toy or climb stairs e By 18 24 months i Toddlers can walk quickly ii Balance on their feet fall less often iii Walk backward and stand and kick a ball not good but they are capable II Fine Motor Skills Involve more finely tuned movements a Reaching and grasping a toy using a spoon buttoning a shirt or anything that requires finger dexterity learning about object properties Infants need to exercise their fine motor skills b Pincer grip III Sensory and Perceptual Development Exploring sensory and perceptual development Hearing seeing smelling Visual perception interpreting what we are actually seeing Other senses Intermodal perception Nature nurture and perceptual development Perceptual motor coupling IV Exploring Sensory and Perceptual Development Ecological view a Directly perceives information that exists in the world around us Studying the infant s perception b Visual preference method Studying whether infants can distinguish one stimulus from another by measuring the length of time they attend to different stimuli Habituation and dishabituation c Habituation Name given to decreased responsiveness to a stimulus after repeated presentations of the stimulus d Dishabituation Recovery of a habituated response after a change in stimulation response increases or new attention V Visual Perception Perceptual patterns a Even 2 to 3 week old infants prefer to look at patterned displays rather than at nonpatterned displays Perceiving occluded objects Depth perception VI Other Senses Hearing a Changes in hearing i LoudnessOther Senses ii Pitch iii Localization Touch and pain Smell Taste Vision least mature VII Intermodal Perception Involves integrating information from two or more sensory modalities a Vision and hearing b Most perception is intermodal VIII Cognitive Development Piaget s theory Learning remembering and conceptualizing IX Piaget s Theory Processes of development a Schemes Actions or mental representations that organize knowledge i Behavioral scheme what objects do ii Mental scheme what they learn from those objects b Assimilation Using existing schemes or something they already know to deal with new information or experiences c Accommodation Adjusting schemes to fit new information and experiences where we notice differences Sensorimotor stage Lasts from birth to about age 2 Object permanence Understanding that objects and events continue to exist even when they re out of site i Knowing mommy exists even when she is not in the room When they cannot directly be seen heard or touched X Evaluating Piaget s Sensorimotor Stage A not B error Tendency of infants to reach where an object was located earlier rather than where the object was last hidden a Older infants are less likely to make the A not B error because their concept of object permanence is more complete XI Learning Remembering and Conceptualizing Operant conditioning a If an infant s behavior is followed by a rewarding stimulus the behavior is likely to recur Attention b Focusing of mental resources on select information c Habituation and dishabituation closely linked d Joint attention Reciprocal interaction takes place during the first two years e Imitation babies come into the world knowing how to imitate f Involves flexibility and adaptability as they get older they are able to imitate more things if they are physically or cognitively able g Deferred imitation Occurs after a delay of hours or days As they get older this becomes greater Memory h Involves retention of information over time i Implicit without conscious recollection Automatic ii Explicit conscious remembering of facts and experiences More advanced i Childhood amnesia Most adults can remember little if anything from the first 3 years of their life Concept formation and categorization j Concepts Cognitive groupings of similar objects events people or ideas k Perceptual categorization l XII Conceptual categorization Defining Language Language Form of communication not just about what we say a Spoken written or signed b Based on a system of symbols c Consists of the words used by a community and the rules for varying and combining them Infinite generativity Ability to produce an endless number of meaningful sentences using d Finite set of words and rules XIII How Language Develops Babbling and gestures a Crying first way babies learn how to communicate b Cooing c Babbling six months of age start to put together vowel and consonant d Showing and pointing 8 to 12 months Recognizing language sounds babies understand a great deal of language