Lecture 12Outline of Last Lecture I. AttachmentII. Researchers of attachmentIII. Researchers and theories connection to attachmentOutline of Current Lecture I. Development of visionII. Development of hearingIII. Development of languageIV. Theoretical perspectives to infant developmentCurrent LectureI. Development of vision- An infant’s vision improves over the first few months of life with a few major developments. An infant develops color vision, focus and acuity through stages after birth, 2 months and 6 months. An infant can focus best on objects about 8-12 inches away. They mostly do not develop 20/20 vision until two years old. The vision limits exploration within the infant’s environment. At about 6-1- weeks of age, infants begin to develop the ability to track objects and scan faces. They notice curved lines, human faces (mostly their mother), hairlines, eyebrows, chins, eyes, and contrasting colors. Babies do not develop full depth perception skills until they begin moving around in the environment, which is around8 months. II. Development of hearing- Infants are born with the ability to hear and to respond to sound. Overall, hearing is much better and more helpful than vision. Infants improve their locating sounds ability from 4 months to about 18 months. Children are very sensitive to high pitched sounds and this continues throughout adolescence. - There is some evidence available that babies can hear and respond to sound in the womb due to increased heart rate and changes in movement. By the 25th week of pregnancy the baby responds to sound. By the 32nd week of pregnancy the baby is able to identify novel sounds. There is evidence that proves newborns have a preference for voices, songs and stories that they heard while in the womb. Lafuente et al demonstrated that when babies are exposed to 70+ hours of classical music while in the womb leads to advanced develop. - Infants can distinguish the sounds in all human languages by one month old. This ability begins to disappear around 6 months. An early exposure to language is important for fluency. Infants prefer their mother’s voice over other women. Also, familiar stories over new ones and native languages over foreign ones. III. Development of language PSY 200 1st Edition- Infants “baby talk” is referred as child- or infant-directed speech. Typical characteristics include a higherpitch, rhythmic, repetitious, question and answer format, and recasting. It is cross-cultural and babies prefer baby talk speech patterns. More quality and quantity are associated with positive outcomes. Language/vocabulary development and increased readiness for preschool and kindergarten. - The developmental milestones begin at birth and end after 24 months. Crying of four types occurs frombirth to about one month. Cooing (squealing and gurgling) occurs from one month to two months. Babbling (mimicking sounds, vowel consonant combinations) occurs from six to seven months. Receptive language (words have meaning) occurs from 8 to 12 months. Holophrases (single word plus gestures to indicate phrase) occurs from 12 to 18 months. Naming explosion (20 to 200 words in 6 months) and telegraphic speech (two-word phrases) occurs from 18 to 24 months. - Further development occurs from 2-4 years of age, this is where linguistic ability increases rapidly. Also,the appropriate use of language in social settings develop. This is where the individual is better at doingthings such as turn-taking, staying on topic and appropriate responses/topics. Also an increase in private speech (self-talk) and social speech is developed. From ages 6-11 years old the growth of vocabulary increases. At age 6 a child knows about 8,000-14,000 words. Then at age 10 a child knows about 40,000 words. During this time a child also develops a metalinguistic awareness. This is the understanding of one’s own use of language and the ability to ask for clarification. IV. Theoretical perspectives to infant development- The behaviorist perspective (Skinner) explains how babbling leads to accidental words which is reinforced either negatively or positively in order to develop the infant’s language. - The nativist (evolutionary) perspective (Chomsky) explains how babies are born with specific brain modules and EPMs designed to learn language. The resulting mechanisms include an innate grammar and a drive to pay attention to and learn language.- Interactionist (social and cognitive) perspectives (Bandura, Piaget, Vygotsky) explains how children learn language within certain social contexts. The cognitive abilities shape language development and language shapes cognitive