DOC PREVIEW
MU PSY 231 - Chapter 5: Cogntive Development during Infancy
Type Lecture Note
Pages 5

This preview shows page 1-2 out of 5 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 5 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 5 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 5 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

PSY 231 1st Edition Lecture 6 Outline of Last Lecture I. Body GrowthII. Skeletal GrowthIII. The NeuronIV. Brain DevelopmentV. Deprivation Studies and EnrichmentVI. Influences on Early Physical GrowthVII. Motor DevelopmentVIII. Perceptual Development Outline of Current Lecture I. PiagetII. VygotskyIII. Theories of Language DevelopmentIV. Getting Ready to TalkV. Month Stages in the First YearVI. Language Development Early OnVII. Common Language ErrorsCurrent LectureI. Piageta. Said cognitive development stops at adolescenceb. Cognitive development happens because of the interactions with the world around themc. Mental representations- come from learned experiencesi. Schemas- pattern of thought or action that is an enduring knowledge base through which children and adults are interpreting their world1. Adaptation- becomes modified to represent the world around us correctly. Happens in two ways:a. Assimilation- use previously existed schema to interpret new thingsb. Accommodation- create new schema or adjust old one to better interpret the world correctly and adapt to new informationThese 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. Disequilibrium- drives these changes because we’reconfused and desire more information to understand2. We have schemas for every mental representationii. Organization1. We have semantic networks where things are linked and sorted togetherd. Stage theory- distinct processes that are independent of past and future stagesi. Sensorimotor stage- occurs from birth to 2 years old1. Knowledge is based on sensory and motor experiences2. Circular reaction- repetitiona. Stumble upon something that happens that is pleasurable (a squeak in a toy), they try to repeat it, and the more theydo it, it turns into purposeful actionb. Repetition causes action to become circularc. Leads to intentional behaviori. Try to apply it to other things in their environment (squeezing, touching, eating, etc.)ii. Object permanence- even if you can’t see something it still existsa. Sets in at 8 monthsb. Not a difference in motor ability—they just think it’s not there anymoreII. Vygotskya. Said cognitive development is a social process between the child and “an expert”i. Experts are teachers, parents, siblings, etc.b. Zone of Proximal Developmenti. High competence + low challenge = boringii. Low Competence + high challenge = anxietyiii. A sweet spot exists where a task is just above the level of competence, but there is someone who is able to help them and scaffold them to higher learning1. Pushes child up into greater understandingiv. Range of tasks child can not yet handle alone, but could with help of a more skilled person1. Promote understanding2. Amount of help is just enough to promote understanding rather than disengagement from the task3. Learner staying engaged + appropriate amount of help = optimal learningIII. Theories of language developmenta. Behaviorist viewi. Language develops because of reinforcementii. BF Skinnerb. Nativist viewi. Language acquisition device is part of our brain and is fine tuned to process sounds in the environmentii. Don’t need reinforcement or environment influenceiii. Chompskyc. Interaction Perspectivei. Need environment influence and brain capacityd. Language is canalizedi. Without extreme environment influence it’ll still happen, but language development happens because of it e. Steps in language developmenti. Recognizing sound and sound patterns1. Phonemes- smallest unit of sound 2. Babies pick these up and listen to themii. Understanding meaning of words1. Semanticsiii. Understanding how to put words together1. Syntax- important because the order of words indicates the meaning of a sentenceiv. Understanding use in social context1. Pragmatics- being able to tailor speech based on social contextIV. Getting Ready to Talka. Being able to distinguish speech soundsi. Child-directed speech helps with this  allows child to recognize exaggerated speech sounds1. Required for baby to have exposure to speech sounds (phonemes)b. Producing speech soundsi. Cooing- exaggerated vowel soundsii. Babbling- when consonants get added to those sounds and is repeated 1. Vowel + consonant + repetitionc. Language is receptivei. Receptive language- understanding of spoken speech earlier than our ability to produce spoken speechii. Productive speechV. Month stages in the first yeara. Newborn- communicative sounds and gestures are reflexive (crying, expressions, gestures)i. Behaviors become learned by the caregiversb. 2 – 4 monthsi. Cooing, fussing, laughing, and squealing c. 6 monthsi. Babbling, and will also start responding to familiar words (names, etc.)d. 9 monthsi. First word approximationsii. Understand simple words used in environment that they’ve been exposedtoe. 12 monthsi. 1st words appearii. Vocabulary growth from 12 – 18 monthsiii. Will generally know about 50 words1. Mostly labels for their environmentVI. Language Development Early Ona. Vocabulary explosioni. Fast mapping- ability to map on a concept with terminology after just oneexposure1. If this was kept up, we would all be geniusesb. Expressing thoughts with wordsc. Transition to using sentencesi. Generally two-word sentences—get need across very simply1. Telegraphic speech- telegrams were paid for by the word, so people used as little number of words as possible to get the message acrossa. Relates to the way sentences are spoken early onVII. Common Language Errorsa. Underextension- applying words too narrowlyi. Ex: “Papa refers to many different people, but they may only apply it to one person (their own papa)b. Overextension- applying words to a broader collection of objects and events thanis appropriate i. Calling other people “Mama”c. Plural objectsi. Saying gooses instead of geese d. Pronoun reversale. Overregulation- applying grammatical rules to irregular casesi. Plural- gooses instead of geeseii. Past tense- runned instead of


View Full Document
Download Chapter 5: Cogntive Development during Infancy
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Chapter 5: Cogntive Development during Infancy and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Chapter 5: Cogntive Development during Infancy 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?