CHD 2220 Final Exam Final Thursday April 30th 03 25 2015 Chapter 9 Cognitive and Language Development In Infancy Social competency section and everything proceeding it will not be tested 18 24 months Brain is changing again in a very big way Mind is becoming capable of symbolic process symbolic reasoning o The brain for the first time has the capability of generating mental symbols tools that stand for objects events actions on objects in the real world These symbols are mental images or pictures in the head Preoperational stage end of 2nd year to the 3rd 4th 5th 6th and maybe even 7th year Slow agonizing process where the child is performing and getting better at symbolic reasoning Infants need the object in front of them to imagine it as soon as it is gone from sight the symbol is gone from their minds Some children develop symbolic reasoning much faster than others Children need a lot of time exploring and tracing their environment to study objects in early age to promote optimal symbolic reasoning Once the mind can generate images some children take the time to reflect over how they are going to solve a problem before they jump in and try to solve Why children remain impulsive most likely stems from personality or emotional differences Anxiety can create impulsive responses instead of pre meditating the desired action o ADHD Piaget says that when you are 3 and 4 and you look at the world centration occurs Organizing features of perception that gets children to focus in on detail and generally miss the big picture o Example with Krantz s grandchild attending lecture and noticing pens people playing with their hair and yawning She does not notice what the big picture is students attending lecture to do well in school Pre concepts little bits and pieces are gathered but not the whole picture yet Symbolic reasoning is held back by centration in young children Read a 3 year old a story and make them retell it to you o Their time frame is mixed up they bring in characters from different stories and the plot is completely different than what it actually was Syncretism the mind is trying to glue tie the images together The glued together images becomes the child s first concept but it is pretty crappy so it is called a pre concept When you have a lousy concept that does not represent the real world and you think with it you are thinking transductively Irreversibility of pre school thought by age 3 and 4 children can be able to think their way through a sequence how to put something together put steps together concerning solving a problem The mind does not backtrack these children s thoughts are 1 2 3 4 then 5 Cannot think 5 4 3 2 1 Child has to go to bathroom so you direct them there Left right and another left irreversibility o They have trouble finding their way back due to this Failure to conserve limitation of preoperational reasoning Preschoolers have problems with conservation o Some things never change even though they appear to change o Water glass tall and thin vs short and fat Is there the same amount of water in both glasses Preschoolers do not understand how there is the same amount of water in both glasses Egocentrism The failure to be able to take someone else s perspective in a situation Inability to put yourself in someone else s shoes and see from their eyes 3 Mountain Problem children have difficulty seeing from another s perspective During the preschool years children have a problem distinguishing between physical appearances and what is behind those appearances Wear a mask and your children do not think it is you because they cannot separate the mask from the parent If an adult can appear benign and not harmful they can use children to do whatever they want lose puppy get children to come with them to help them find it Information processing theorists use modern day technology computer tablet etc to see the brain of the child The computer has systems that mimic the way children think and process information cognitively Short term memory after the input is accomplished what is brought up on the screen is a good representation of what the person is thinking BOOK NOTES Symbolic function is the ability to use symbols to represent or stand for perceived objects and events The symbolic function takes several distinct forms as the child moves into the 3rd year of life deferred imitation symbolic or pretend play mental images and language In deferred imitation children observe the behavior of a model and imitate the behavior after a delay and in some cases when the model is no longer present o A 10 month old imitates her father s use of the spoon several minutes after observing her father use that utensil o Infant would not be expected to defer that imitation hours or days later without additional repetitions of the modeled behavior In symbolic or pretend play children pretend than an object is something other than what it really is o A child transforms a doll into a real person o Preschool children perform this Various pretend skills typical context Shifting context performing routine behaviors outside of their o Children can pretend that a car is actually a kitchen Substituting objects during their 3rd year children become increasingly able to transform virtually any object into the props needed for their pretend play episodes and they become progressively less dependent on realistic props during the preschool years o Using ambiguous pieces of junk as utensils and food items necessary to play kitchen Substituting other agents for oneself child can pretend that a doll they are playing with holds human characteristics and becomes a human like role Sequencing and socialization of pretend episodes although pretense beings with single acts children coordinate such acts into sequences of increasing length and complexity through the preschool years o A 2 year old combs hair while a 4 year old grooms washes puts on makeup etc The symbolic function is also expressed in the ability to form mental images internal representations of external objects or events o Children can integrate experiences from the past into the present to plan for the future In induction we derive general principles from particular examples An 8 year old boy who observes that teachers have favored girls in each of his classes he might induce the general principle that girls are teacher s pets In deduction we use general principles to predict particular outcomes The same child could use his general
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