H_D 101 1nd Edition Lecture 13Outline of Last Lecture:1. Motor skills as a dynamic system2. Cultural variation in motor development a. Rates and patterns of development are affected by: 3. Development n hearing a. 4-7 months b. 6-8 months c. 7-9 months 4. Improvements in vision a. Supported by b. Improvements5. Milestones in face perception: a. 0-1 month b. 2-4 months c. 5-12 months6. Piaget’s theory: schemes 7. Building schemes a. Adaptationb. Assumptionc. Accommodation8. Using assumptions and accommodations Outline of Current Lecture 1. Sensorimotor skills 2. Sensorimotor subjects a. Reflexive scheme b. Primary circular reactions c. Secondary circulatory reaction d. Coordination of secondary circulatory reaction e. Tertiary circulatory reaction f. Mental representation3. Object permanence4. Mental representation 5. Deferred imitation a. Piaget b. New research 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.6. Evaluating sensorimotor stages a. Development when Piaget suggested b. Development earlier than when Piaget suggested 7. Core knowledge perspective8. Information processing improvements: a. Attention b. Memory c. Categorization 9. Vygotsky’s sociocultural theory a. Where learning occurs b. Zone proximal development 10. Developmentally appropriate child care 11. Getting ready to talk a. First speech sounds b. Becoming a communicator 12. Starting to talk a. First wordsb. Two-word utterance 13. Individual differences in language development a. Environment b. Gender c. Temperament d. Language style Current Lecture1. Sensorimotor skills: - Birth- 2 years- Piaget - Building schemes through sensory and motor exploration - Circular reactions: part of the sub-stages that go with Piaget’s work 2. Sensorimotor subjects: a. Reflexive scheme: - Birth- 1 month - Newborn reflexesb. Primary circular reactions: - 1-4 months - Simple motor habits centered around body c. Secondary circulatory reaction: - 4-8 months - Repeat interesting effects in surroundings d. Coordination of secondary circulatory reaction:- 8-12 months - International goal-directed behavior- Object permanence e. Tertiary circulatory reaction - 12-18 months - Exploration of object properties through novel actions f. Mental representation: - 18 months- 2 years - Internal depiction of objects or events - Deferred imitation 3. Object permanence- Understanding that objects continue to exist when out of site - Piaget: develop in 4 sub stages- Not yet compete: A-not-B search error 4. Mental representation: - Internal, mental depiction of objects, people, events, and information - Can manipulate with mind - Permanent deferred imitation and make believe-play 5. Deferred imitation a. Piaget: development at about 18 months b. New research: - 6 weeks: facial imitation - 6-9 months: copying actions with objects - 12-14 months: imitate rationally - 18 months: imitate intended, but not completed actions 6. Evaluating sensorimotor stages: a. Development when Piaget suggested: - Object search - A-not-b- Make-believe playb. Development earlier than when Piaget suggested : - object permanence- deferred imitation - categorization - problem solving by analogy 7. Core knowledge perspective: - Born with innate special purpose knowledge systems: core domains of thought - Core domains allow quick grasp of related information - Support rapid early development - 4 main domains: physical, linguistic, psychological, numerical 8. Information processing improvements: a. Attention: - Efficiently, ability to shift focus improves- Less attraction to novelty, better sustained attention after 1st yearb. Memory:- Retention intervals length - Recall appears by first year, excellent in second year c. Categorization:- Impressive perceptual (similar overall appreciation) categorized in the 1st year- Conceptual (common functions or behaviors) categorized in the 2nd year 9. Vygotsky’s sociocultural theory a. Where learning occurs: in a social environment (not a vacuum)b. Zone proximal development: zone of what children can do by themselves and what they cannot do by themselves - Scaffolding: giving kids amount of help they need in order to succeed, and easing off when they are ready - Guided participation: helping kids by demonstrating, but do not di it for them10. Developmentally appropriate child care: - Adult-child interactions - Relationships with parent - Teacher qualifications - Physical setting - Group size- Caregiver- child ratio- Daily activities 11. Getting ready to talk: a. First speech sounds: - cooing (2 months)- babbling (6 months)b. Becoming a communicator - Joint attention - Give-a-take- Preverbal gestures 12. Starting to talk a. First words: - Underextension: using a word too narrowly - Overextension: using a word too broadly b. Two-word utterance: - Telegraphic speech: uses only the important and specific words - Holochrases: using one word for an entire thought 13. Individual differences in language development a. Environment: culture b. Gender: girls talk more, and start earlier than boys c. Temperamentd. Language style: - Referential: words that refer to objects- Expressive: words that refer to feelings- Receptive : understand more words than they are able to