PSY 213 1st Edition Lecture 9Outline of Last Lecture I. Height and weightII. The brain III. SleepOutline of Current Lecture I. Gross Motor SkillsII. Fine Motor SkillsIII. Sensory and Perceptual DevelopmentIV. Exploring Sensory and Perceptual DevelopmentV. Visual PerceptionVI. Other SensesVII. Intermodal PerceptionVIII. Cognitive DevelopmentIX. Piaget’s TheoryX. Evaluating Piaget’s Sensorimotor StageXI. Learning, Remembering, and ConceptualizingXII. Language DevelopmentXIII. Defining LanguageXIV. How Language DevelopsCurrent LectureThese 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 SkillsInvolve large-muscle activitiesa. Such as moving one’s arms and walkingNewborn infants cannot voluntarily control their posture b. Locomotion and postural control are closely linked, especially in walking uprightDevelopment in the second yearc. Toddlers become more mobile are motor skills are honedd. By 13-18 monthsi. Toddlers can pull a toy or climb stairse. By 18-24 monthsi. Toddlers can walk quicklyii. Balance on their feet – fall less ofteniii. Walk backward and stand and kick a ball – not good but they are capableII. Fine Motor SkillsInvolve more finely tuned movementsa. Reaching and grasping a toy, using a spoon, buttoning a shirt, or anything that requires finger dexterity – learning about object propertiesInfants need to exercise their fine motor skills b. Pincer gripIII. Sensory and Perceptual DevelopmentExploring sensory and perceptual development Hearing, seeing, smellingVisual perception - interpreting what we are actually seeing Other sensesIntermodal perceptionNature, nurture, and perceptual developmentPerceptual motor couplingIV. Exploring Sensory and Perceptual DevelopmentEcological viewa. Directly perceives information that exists in the world around usStudying the infant’s perceptionb. Visual preference method: Studying whether infants can distinguish one stimulusfrom another by measuring the length of time they attend to different stimuliHabituation and dishabituationc. Habituation: Name given to decreased responsiveness to a stimulus after repeated presentations of the stimulusd. Dishabituation: Recovery of a habituated response after a change in stimulation – response increases or new attention V. Visual PerceptionPerceptual patternsa. Even 2- to 3-week-old infants prefer to look at patterned displays rather than at nonpatterned displaysPerceiving occluded objectsDepth perceptionVI. Other SensesHearinga. Changes in hearing i. LoudnessOther Sensesii. Pitchiii. LocalizationTouch and painSmellTasteVision – least matureVII. Intermodal PerceptionInvolves integrating information from two or more sensory modalitiesa. Vision and hearingb. Most perception is intermodal VIII. Cognitive DevelopmentPiaget’s theory Learning, remembering, and conceptualizingIX. Piaget’s TheoryProcesses of developmenta. Schemes: Actions or mental representations that organize knowledgei. Behavioral scheme – what objects doii. Mental scheme – what they learn from those objectsb. Assimilation: Using existing schemes or something they already know to deal with new information or experiencesc. Accommodation: Adjusting schemes to fit new information and experiences, where we notice differences Sensorimotor stage: Lasts from birth to about age 2Object 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 touchedX. Evaluating Piaget’s Sensorimotor StageA-not-B error: Tendency of infants to reach where an object was located earlier rather than where the object was last hiddena. Older infants are less likely to make the A-not-B error because their concept of object permanence is more completeXI. Learning, Remembering, and ConceptualizingOperant conditioninga. If an infant’s behavior is followed by a rewarding stimulus, the behavior is likely to recurAttention: b. Focusing of mental resources on select informationc. Habituation and dishabituation closely linkedd. 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.Memoryh. Involves retention of information over timei. 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 3years of their lifeConcept formation and categorizationj. Concepts: Cognitive groupings of similar objects, events, people, or ideask. Perceptual categorizationl. Conceptual categorizationXII. Defining LanguageLanguage: Form of communication not just about what we say.a. Spoken, written, or signedb. Based on a system of symbols c. Consists of the words used by a community and the rules for varying and combining themInfinite generativity - Ability to produce an endless number of meaningful sentences using:d. Finite set of words and rulesXIII. How Language DevelopsBabbling and gesturesa. Crying – first way babies learn how to communicate b. Cooingc. 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