Life-Span Development 15th Edition Santrock Solutions Manual 1

Chapter 5: Cognitive Development in Infancy
Solutions Manual for Life Span Development 15th

Edition Santrock 1259343006 9781259343001
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Learning Goals
Learning Goal 1: Summarize and evaluate Piaget’s theory of infant development.
A. Discuss cognitive processes in infancy.

B. Explain sensorimotor stage.
C. Evaluate Piaget’s sensorimotor stage.
Learning Goal 2: Describe how infants learn, remember, and conceptualize.
A. Discuss the role of conditioning in learning and remembering.

B. Define infant attention.
C. Describe memory in infancy.
D. Explain how imitation assists in infant learning.
E. Discuss concept formation and categorization.
Learning Goal 3: Discuss infant assessment measures and the prediction of

intelligence.
A. Describe and discuss measures of infant development.

B. Discuss the concept of predicting intelligence.
Learning Goal 4: Describe the nature of language and how it develops in infancy.
A. Define language.
B. Define and discuss language’s rule system.
C. Describe how language develops.
D. Explain the biological and environmental influences on language acquisition.
E. Summarize an interactionist view of language development.
Digital Offerings
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highlighting the most impactful concepts a student needs to learn at that moment in time. This ensures that
every minute spent with SmartBook™ is returned to the student as the most value-added minute possible.
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Here is a brief outline of interactive assignments from Connect. For a full list and access, go to Connect!
Ch Chapter Title Asset Asset Title Connect Learning Objective

Type
Milestones:
Cognitive Schemes and Summarize and evaluate
Development Organization, Colin, Piaget’s theory of cognitive
05 in Infancy Milestones 2wks-10mos development.
Milestones:
Cognitive Assimilation and Summarize and evaluate
Development Accommodation, Piaget’s theory of cognitive
05 in Infancy Milestones Atlas, 2wks-10mos development.
Cognitive Milestones: Summarize and evaluate
Development Sensorimotor, Piaget’s theory of cognitive
05 in Infancy Milestones Yovani, 2-8mos development.
Cognitive Piaget's Substages Summarize and evaluate
Development Concept of the Sensorimotor Piaget’s theory of cognitive
05 in Infancy Clip Stage development.
Cognitive Milestones: Piaget's Summarize and evaluate
Development Substages, 2wks- Piaget’s theory of cognitive
05 in Infancy Milestones 20mos development.
Cognitive Milestones: Object Summarize and evaluate

Development Permanence, Piaget’s theory of cognitive
05 in Infancy Milestones Amalia, 4-16mos development.
Cognitive
Development Concept Describe how infants learn and
05 in Infancy Clip Attention remember.
Cognitive
Development Concept Describe how infants learn and
05 in Infancy Clip Habituation remember.
Cognitive Milestones: Joint
Development Attention, Atlas, 4- Describe how infants learn and
05 in Infancy Milestones 13mos remember.
Cognitive Discuss infant assessment
Development Milestones: Bayley measures and the prediction of
05 in Infancy Milestones Scale, Del, 6-12mos intelligence.
Milestones: Rule
Cognitive Systems of
Development Language, Amalia, 5.4 Describe the development
05 in Infancy Milestones 3mos-5yrs of language in infancy.
Milestones: Non
Cognitive Verbal
Development Communication, Describe the development of
05 in Infancy Milestones Colin, 2-14wks language in infancy.
Milestones:
Cognitive Language
Development Development, Describe the development of
05 in Infancy Milestones Esme, 10-18mos language in infancy.
Milestones:
Cognitive Emergence of
Development Language, Esme, Describe the development of
05 in Infancy Milestones 16-20mos language in infancy.
Cognitive Milestones: Bilingual
Development Household, Yovani, Describe the development of
05 in Infancy Milestones 4-22mos language in infancy.
Overview of Resources
Chapter Outline Resources You Can Use
Piaget’s Theory of Infant Development Learning Goal 1: Summarize and evaluate
Piaget’s theory of infant development.
Cognitive Processes Personal Application 1: Something Old, Something

New
The Sensorimotor Stage Research Project 1: Object Permanence
Evaluating Piaget’s Sensorimotor Stage

Learning, Remembering, and Learning Goal 2: Describe how infants learn,
Conceptualizing remember, and conceptualize.
Conditioning Lecture Suggestion 1: Why Can’t We Remember
Events from Our Early Childhood?
Attention Lecture Suggestion 2: Is It Possible to Accelerate
Infant Cognitive Development?

Memory Classroom Activity 1: Toy Story: How Cognitively
Stimulating Are Children’s Toys?
Imitation Classroom Activity 2: Infant Attention and
Habituation
Concept Formation and Categorization Personal Application 2: Oh, That Again?!
Individual Differences and Assessment Learning Goal 3: Discuss infant assessment

measures and the prediction of intelligence.
Measures of Infant Development Lecture Suggestion 3: To Test or Not to Test, That
Is the Question
Predicting Intelligence
Language Development Learning Goal 4: Describe the nature of language

and how it develops in infancy.
Defining Language Lecture Suggestion 4: Infant Speech Perception:
Use It or Lose It?
Language’s Rule Systems Lecture Suggestion 5: To Sign or Not to Sign
Classroom Activity 3: Do Animals Have the Ability
How Language Develops to Communicate?
Classroom Activity 4: Supporting Arguments for
Biological and Environmental Influences Three Views of Language Development
Research Project 2: Caregiver–Infant Language
An Interactionist View
Review Classroom Activity 5: Critical-Thinking Multiple-

Choice Questions and Suggested Answers
Classroom Activity 6: Critical-Thinking Essay
Questions and Suggestions for Helping Students
Answer the Essays
Resources
Lecture Suggestions
Lecture Suggestion 1: Why Can’t We Remember Events from Our Early Childhood?
The purpose of this lecture is to delve into the issue of childhood amnesia. The following
questions should be addressed: What is the earliest age at which people can remember specific
events? Why can’t people remember events from early childhood? What are some problems with
retrospective research on early childhood memories?
Infantile or childhood amnesia refers to the inability to remember events from infancy and early
childhood. Freud first described this phenomenon based largely on anecdotal evidence. Early
research asked people to report their earliest memories. Most could only remember a scarcity of
events from before the age of 8, with the average age being 3 ½ years for the earliest memory.
The scarcity of early memories could not be explained by the idea that greater forgetting is due to
the increased time since the event. Childhood amnesia does not expand with increasing age and
has been found as early as age 18 and as late as age 70. Memories of childhood events are
conspicuous in their absence. People typically are unable to remember events that occurred before
the age of 3 (Eacott & Crawley, 1998). There appears to be a qualitative difference between early
and later memories, as childhood memories are often fragmentary and lacking in social and
temporal context and narrative structure (“I remember sitting by the window”).
To explain the phenomenon of childhood amnesia, a theory would have to explain adults’ failure
to recall their earliest childhood memory and the gradual increase in memories from the age of 3.
Given the age range of 2 to 8 years for one’s earliest recalled memories, individual differences
would have to be explained as well. Nelson (1992) states that children need conventionalized
narrative structures in order to build and interpret their personal past. Organized memories last
longer and are easier to recall than unorganized memories. Thus, early memories that are
unorganized due to young children’s inability to structure the episodic memories are prone to
forgetting. As language skills develop in early childhood, language-based narrative skills can aid
in the formation of organized narrative autobiographical memories. Caregivers can aid in the
development of narrative structure by asking questions such as, “What happened next?” Social
interaction may be key in the initial development of these skills, and later these types of questions
become internalized.
• What are some of the problems with asking people to recall their earliest memories?
o Difficult to accurately date memories
o Reporting of false memories
o Confusion between memories of events and what people have told them about the
event
o Imagining the event
o Cannot validate the memories
• Have students discuss how best to study aspects related to childhood amnesia.
o Probe for memories of notable events on specific dates (e.g., sitting in basement
during tornado on July 24, 1975).
o Events that can be validated by people who were actually there.
o Events that are not likely to have been videotaped or photographed.
Researchers in Canada have demonstrated that some young children can remember events from
even before age 2—but those memories are fragile, with many vanishing by about age 10,
according to a study in the journal Child Development in May 2011.
Sources:
Eacott, M. J. (1999). Memory for the events of early childhood. Current Directions in Psychological
Science, 8, 46–49.
Eacott, M. J., & Crawley, R. A. (1998). The offset of childhood amnesia: Memory for events that occurred
before age 3. Journal of Experimental Psychology: General, 127, 22–33.
Nelson, K. (1992). Emergence of autobiographical memory at age 4. Human Development, 35, 172–177.
http://online.wsj.com/article/SB10001424052702304520804576341482658082052.html (05/31/2011)
Lecture Suggestion 2: Is It Possible to Accelerate Infant Cognitive Development?

If you visit the parenting section of your local bookstore, you will come across works by
numerous psychologists and other experts that proclaim that “Yes, you can create a Super Baby.”
Programs and books attest to their methods to create a high-IQ, superior child. Some of the titles
of such books are Give Your Child a Superior Mind, How to Give Your Baby Encyclopedic
Knowledge, and Awakening Your Child’s Natural Genius. Present the ideas in one of these books
to your class. In your lecture, delineate the issues and problems surrounding these programs.
Obtain a more detailed description of the typical practices of better-baby institutes. What
evidence do they describe to support their claims of success? If possible, find parents who have
actually enrolled their babies in such schools or who have been inspired to employ their practices
in raising their children. Next, present more formal evidence on the question of whether
environment influences intellectual development in young children. Review some of the classic
studies of institutionalized infants (Hunt, 1961; Thompson & Grusec, 1970), the influence of
early home environments on later intelligence (Bradley & Caldwell, 1984; Campbell & Ramey,
1994; Olson, Bates, & Kaskie, 1992), and the interesting animal studies that have been conducted,
such as those done with rats raised in impoverished versus enriched environments (Greenough,
1992). Speculate on the relevance of recent work that demonstrates a connection between brain
development and stimulation. Consider having your students read the Newsweek article “Your
Child’s Brain” (Feb. 19, 1996). Finally, discuss whether and how the techniques of the Doman
Institute and its competitors seem to apply what is known about the correlates of individual
differences in intellectual performance among infants and young children. You can relate this
discussion to the issue discussed in the third Lecture Suggestion regarding the measurement of
infant intelligence. A goal of this lecture is to illustrate how to think critically about the
information that is provided by the Superbaby Institutes and how it relates to the scientific data.
Philip Adey, one of the original proponents of cognitive acceleration through science education
(CASE), reviews developments in the approach and critically examines its use in schools in the
following article:
http://www.teachingexpertise.com/articles/cognitive-acceleration-2243 (09/17/2011)
Sources:
Bradley, R. H., & Caldwell, B. M. (1984). The relation of infants’ home environments to achievement test
performance in first grade: A follow-up study. Child Development, 55, 803–809.
Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic
achievement: A follow-up study of children from low-income families. Child Development, 65, 684–698.
Greenough, W. T. (1992). Determinants of brain readiness for action: Experience shapes more than
neuronal form. Brain Dysfunction, 5, 129–149.
Hunt, J. McV. (1961). Intelligence and experience. New York: Ronald Press.
Olson, S. L., Bates, J. E., & Kaskie, B. (1992). Caregiver-infant interaction antecedents of children’s
school-age cognitive ability. Merrill-Palmer Quarterly, 38, 309–330.
Thompson, W. R., & Grusec, J. E. (1970). Studies of early experience. In P. H. Mussen (Ed.), Carmichael’s
manual of child psychology (3rd ed., Vol. 1). New York: Wiley.
Your child’s brain. (1996, Feb. 19). Newsweek.
Lecture Suggestion 3: To Test or Not to Test, That Is the Question

Learning Goal 3: Discuss infant assessment measures and the prediction of intelligence.
A problem of long-standing interest is the question of whether individual differences in infant

intelligence can be measured, and whether these measurements have predictive value. A lecture
on this topic is an opportunity to explore how basic values influence what researchers consider to
be important questions, a chance to illustrate and elaborate on the stability/change issue, and a
further vehicle to discuss how modern methodological advances have contributed to both our
scientific and, potentially, our applied knowledge of infants.
First, explore the reasons identifying individual differences in infants is valuable. In doing this,
you may wish to review the reasons why Binet developed the intelligence test. Point out that
Binet was optimistic that if he were able to identify intellectual deficits early in the life of a child,
he would be able to develop intervention techniques to enhance the child’s intelligence.

Students should address the following questions:
• Do you think it is important to know the intelligence of infants? Why or why not?
• Do intelligence tests predict later intellectual abilities?
• If intelligence testing in infancy can validly predict later intellectual abilities, do you think
all infants should be tested? Why or why not?
• Discuss the potential advantages and disadvantages of knowing an infant’s intellectual
abilities.
• Finally, discuss the advantages and disadvantages of a system that would allow intellectual
potential to be measured in a 3 month fetus.
Second, briefly trace the history of attempts to develop developmental scales for infants
expanding on the coverage in the textbook. Note that these early tests never yielded impressive
correlations with later intelligence. This acknowledgment presents an opportunity to review the
meaning and uses of correlational findings. More recent work has highlighted the continuous
nature of cognitive abilities. Recent fine-grained analyses of performance on Bayley scales have
shown that some subscales on this test predict later language ability (Seigel, 1989). Also, McCall
and Carriger (1993) have noted that the rate of habituation in very young infants correlates with
later measured intelligence.
Finally, speculate about the meaning of this correlation. Does it mean that intelligence is basically
a biological trait? Or, does it suggest that differences in information-processing capacity lead to
differential rates of learning and remembering? Is rate of habituation a cause of intellectual
development, or is it related to something else?
The instructor could ask the students to check out the following link that lists 10 questions
developed by toy manufacturer Fisher-Price to test the IQ of six- to 12-month-old babies:
http://webcenters.netscape.compuserve.com/homerealestate/package.jsp?name=fte/predictbabysiq
/predictbabysiq
Does the test really offer parents valid information about their child's intelligence and level of
developmental milestones or is it designed to sell more stuff to already paranoid moms and dads?
Sources:
McCall, R. B., & Carriger, M. S. (1993). A meta-analysis of infant habituation and recognition memory
performance as predictors of later IQ. Child Development, 64, 57–79.
Seigel, L. S. (1989). Perceptual-motor, cognitive, and language skills as predictors of cognitive abilities at
school age. Paper presented at the biennial meeting of the Society for Research in Child Development,
Kansas City.
Simons, J. A., Irwin, D. B., & Drinnin, B. A. (1987). Instructor’s manual to accompany psychology, the
search for understanding. St. Paul, MN: West Publishing.
Lecture Suggestion 4: Infant Speech Perception: Use It or Lose It?

Create a lecture on the speech perception abilities in young infants and the contribution of biology
and experience to this ability. Discuss research evidence of categorical perception (the ability to
discriminate when two sounds represent two different phonemes and when they lie within the
same phonemic category). According to Linda Polka, a professor at the McGill University School
of Communication Sciences and Disorders, very young infants have the ability to discriminate
speech contrasts that are found in languages they have not heard, suggesting that categorical
perception is an innate ability and universal among infants (Bennet, 2003). The biological
component of speech perception is complemented by the experiential component. Experience
plays an important role in the development of speech perception and language. The lack of
exposure to various sounds thwarts speech perception abilities. The Japanese language does not
have a phonemic distinction between r and l sounds. Your students may well have noticed that
native Japanese speakers have trouble pronouncing and discriminating between r and l sounds.
Polka points out that Japanese infants have no trouble discriminating between these sounds.
Research suggests that infants gradually lose their ability to discriminate sound contrast that they
are not exposed to (Werker & Lalonde, 1988). Consider showing the Development video from
The Mind series as it demonstrates Werker’s research.
Sources:
Bennet, H. (2003, October). Baby talk. Today’s Parent.
Werker, J. F., & Lalonde, C. E. (1988). Cross-language speech perception: Initial capabilities and
developmental change. Developmental Psychology, 24, 672–683.
Lecture Suggestion 5: To Sign or Not to Sign?

Child development experts agree that it is a good idea for parents to begin talking to their babies
from the moment of birth. From that moment on, babies are learning language.
Why wait until babies can speak to teach them to communicate with the caregivers? Why not
teach them sign language and communicate with them in sign language when they are 4 or 6
months old?
Controversial at the time it was first suggested a few years ago, teaching babies to sign has plenty
of supporters and many companies are willing to train you and your baby to sign. In fact, the only
resistance comes from those who fear that parents may feel under pressure to learn sign language
in order to make sure their babies get the claimed “jump start” on language development.
The idea of teaching hearing babies to sign first came to researcher Joseph Garcia when he saw a
10 month-old infant in conversation with its mother. He thought, why can’t every child learn this?
His idea took off, and is supported by child education experts. A benefit of sign language would
be to enable babies to express themselves during those first six months or more when they are yet
to learn their first word. Experts say babies and caregivers are less frustrated, because they can
express their needs and wishes. It is also believed that signing babies become more adept at
spoken language earlier. Some suggest that IQ scores are higher among babies who signed before
speaking by as many as 10-12 points.
In an article in the British Psychological Society’s The Psychologist Gwyneth Doherty-Sneddon

has considered in detail the theoretical bases behind the growth of this phenomenon and some of
the claims made by its supporters. She points out that “baby signing” is not entirely new. Variants
have been used by speech and language therapists for decades with children who have
impairments to their speech, their cognitive abilities, or both.
While baby signing promoters claim various benefits verified in experimental research, there is in
fact a dearth of research. An American team led by Acredolo and Goodwyn has been responsible
for driving research into the effects of baby signing on child development. They claim babies
readily acquire symbolic gestures when exposed to enhanced gesture training. They also propose
that those taught to sign reap such rewards as:
• Larger expressive and receptive oral-language vocabularies

• More advanced mental development
• A reduction in problematic behavior like tantrums resulting from frustration
• Improved parent–child relationships
The mechanisms underlying these benefits are proposed to include:

• An increased number of episodes of joint visual attention during interactions between
parents and toddlers, known to be associated with improved language skills
• Empowering the infant to focus the topic and context of conversation
• The discussion and clarification of concepts
• Added practice with the symbolic function.
Doherty-Sneddon claims a key issue is ensuring that sufficient and appropriately designed
research is available to back the claims made in relation to baby signing. Certainly, research into
the effects of baby signing needs better control groups, such as children who are involved in
equally interesting and fun activities based around adult and child language interaction, but not
baby signing.
Volterra et al. (2006) conclude enhanced gesture input for hearing children is a catalyst for
gesture acquisition, and especially the use of representational form and hence symbolic
communicative function. They add that this enhancement is short-lived (to between 12 and 15
months of age). Doherty-Sneddon argues, however, that this timescale represents only a general
norm. The enhancement and advantage is far more extended in the many toddlers who do not
speak until well after their second birthdays.
Doherty-Sneddon concludes by arguing there are three different levels of support for the benefits
of baby signing:
• Indicative, if not evidentially strong, evidence from baby signing research
• Related evidence from deaf sign and hearing gesture/language research
• Compelling anecdotal support from families who have embraced the approach
Generate a classroom discussion about what students think of this idea. Have they ever heard of
it? Would they want to learn sign language in order to teach their babies to sign?
Sources:
Baby Signing and Language Development
http://www.literacytrust.org.uk/talktoyourbaby/signing.html#talk
http://en.wikipedia.org/wiki/Baby_sign_language
Classroom Activities
Classroom Activity 1: Toy Story: How Cognitively Stimulating Are Children’s Toys?
From Jarvis and Creasey, “Activities for Lifespan Developmental Psychology Courses”
Toys are usually designed to stimulate infants and children cognitively. This activity invites
students to visit toy stores that sell toys to infants and take notes on the toys available and the
manufacturers’ claims about those toys (including the appropriate ages for which the toys are
designed). Students will then write a 5 to 7 page critique of toys for infants comparing what they
found on their toy store visits with course material on infant cognitive development (especially
perceptual development).
The Activity:
Course material on infant motor and perceptual abilities should be covered and reviewed by
students prior to conducting this activity. Students should be encouraged to develop a checklist of
information relevant to this activity (ages toy designed for, benefits of toy for development, cost,
durability, etc.) prior to visiting toy stores. Such prior preparation will shorten the time needed to
be in an actual store. Students should be encouraged to be unobtrusive in evaluating toys and to
avoid denying access to toys by customers. It may become necessary, in conducting this activity,
to speak with a store manager about the purpose of the activity. In some cases, such procedures
may prove helpful as managers or clerks may be able to provide information to help students with
this activity. However, any information obtained should be that which is readily available to
parents who might be shopping for cognitively stimulating toys for their child. “Data” obtained
from the toy stores can be incorporated into a short, written report (5 to 7 pages) that integrates
course material.
Materials:
Students will need to develop a checklist of characteristics to look for in the toys they will
critique. They will take the list to the toy stores with them. Students should look for toys designed
for various ages such as birth to 3 months, 12 to 18 months, etc. We suggest they examine toys
and packaging for some of the following characteristics:
1. For what ages toy is recommended?
2. Is the toy pitched to one particular gender?
3. What does the toy cost?
4. What might parents do with the toy when interacting with their child?
5. What are the general developmental benefits of this toy according to the manufacturer?
6. Does this toy seem designed to stimulate specific cognitive abilities such as perceptual
abilities or tactile senses, etc.?
7. How durable does the toy appear to be? Is it washable?
8. Are there any other notable characteristics of this toy in terms of infant development?
Procedures:
1. Before students conduct this activity, it is advisable to go over their checklists with them
and suggest items to add, based on course material. Instructors might have students conduct
this assignment as a group (no more than three preferably). Instructors should emphasize
that students must be sensitive to the fact that businesses want to sell toys and that they
may not be happy with students criticizing toys within earshot of customers. Thus, students
should conduct their review of the toys as unobtrusively and quietly as possible, being
careful not to derogate a toy while in the store or be disruptive in any way.
2. Next, students should conduct visits and collect data. It is advisable to visit the big stores
such as Toys R Us and Babies R Us, as well as smaller stores that perhaps specialize in
educational toys for infants and children. Students will have no difficulty visiting at least
three places that sell toys for infants and children.
3. In terms of the data, we suggest having students attach completed checklists for each toy
evaluated. Such data should be incorporated into the report, along with integration of
course material. It is not sufficient for students simply to say that all toys are “good”.
Rather, students should evaluate the veracity and practicality of the manufacturers’ claims
about particular toys in light of course material.
4. Instructors should encourage students to discuss their experiences and suggestions with the
class. They may even choose to develop a brochure of recommended toys for infants at
different ages as part of the activity. The instructor must determine if this is appropriate.
Classroom Activity 2: Infant Attention and Habituation

From Jarvis and Creasey, “Activities for Lifespan Developmental Psychology Courses”
To increase attention to new objects, non-drowsy infants orient to visual stimuli through visual
glances and increases in brain activity. In addition, their behavioral activity (e.g., body
movements, sucking) and heart rate tend to decline during the orienting responses. As habituation
occurs, infants begin to glance away from the object, and brain activity returns to a more baseline
level. This reduction in attention (i.e., habituation) is accompanied by increases in heart rate,
sucking, and behavioral activity.
The concepts of orienting response and habituation are somewhat difficult to teach. Perhaps this
is because not all behavior or physiological responses increase during the orienting response (e.g.,
sucking, heart rate), nor do they all show declines during the habituation phase of a visual
attention task. We have found that one of the best ways to demonstrate this process is for students
to actually observe an infant who is between 5 and 6 months old.
Demonstration:
The activity works best if a parent can bring a 5 to 6 month-old infant to class. Although not all
experts condone the use of pacifiers, this activity works best if the infant uses one. The activity is
simple; the students can observe how the baby responds to the instructor as well as some
interesting objects placed in the infant’s visual field.
Time:
Approximately 10 minutes for demonstration followed by 10 minutes for class discussion.
Materials:
Several brightly colored toys and a baby are needed for this activity. If instructors do not have
access to a baby, the following vignette can be used (this vignette can also be used to supplement
the live demonstration):
A baby is shown a brightly colored object for the first time. During the initial orienting response,
how will the infant’s attention change (as measured via visual and brain activity)? How will
other infant responses, such as sucking and heart rate, change during this phase? How will all of
these activities change as the infant habituates to the object?
Procedures:
1. Prepare an overhead of the vignette, and show it to the class as the infant and parent warm
up to the situation. Ask the parent to administer the pacifier.
2. Ask the class to watch the infant’s visual attention and sucking behavior carefully as the
instructor walks up to the infant (greet the baby in a high-pitched voice).
3. Place a toy in the infant’s field of vision. The infant will visually attend to this object and
its sucking behavior will decrease. Gradually, he or she will begin looking away, and the
sucking behavior will increase.
4. New, unfamiliar, toys can be introduced to reinforce key points, or familiar objects can be
reintroduced to highlight the concept of recognition memory.
5. As a class, discuss how and why brain activity, visual fixation, sucking, heart rate, and
behavioral activity show different patterns of responding (i.e., they go up or down) during
different phases of habituation/dishabituation experiments.
Classroom Activity 3: Do Animals Have the Ability to Communicate?

This activity affords students an opportunity to discuss the utility of animal research in the study
of language development. Begin this discussion by describing research studies such as those of
Washoe (the first ape to be taught sign language) (Gardner & Gardner, 1971) and Koko the
gorilla (Patterson, 1978). Below is some information about Gua, who was the first chimpanzee
whom psychologists raised as if human.
In 1933, Winthrop Niles Kellogg, his wife, Luella Dorothy Agger, and their son, Donald Agger
Kellogg, (10 months old) engaged in an experiment in which Donald was raised with a
chimpanzee (Kellogg & Kellogg, 1933). Robert Yerkes, Yale’s ape expert, arranged for the loan
of Gua, a 7 month-old female chimpanzee. For nine months, the Kelloggs and Gua lived in a
bungalow near Yale Anthropoid Experiment State in Florida. Both Donald and Gua were
cuddled, fed, dressed, and tested. The Kelloggs reported in The Ape and the Child that Gua
learned to walk upright more quickly than did Donald. Gua liked to pull at hangings such as
curtains, tablecloths, and skirts. Gua also recognized people better than Donald by the smell of
their chests and armpits and did better recognizing by clothes than by faces. Donald, on the other
hand, recognized faces. Although Donald liked perfume, Gua did not. Both reacted the same way
to sweet, salty, and bitter substances, except that Gua was more likely to enjoy sour things. Gua
recognized herself in a mirror before Donald did, and she was also the first to become interested
in picture books. However, Gua did not learn to speak human words. At the end of the study, the
Kelloggs concluded that when Gua was treated as a human child, she behaved like a human child
in all ways that her body and brain structure allowed. Donald and his parents went on to Indiana
University; Gua was returned to Yerkes, where she lived in a cage and was part of other
experiments.
Koko is a gorilla who has grown up at the Gorilla Foundation. Established in 1976, The Gorilla
Foundation/Koko.org (http://www.koko.org/index.php) promotes the protection, preservation,
and propagation of gorillas. Project Koko, a primary focus of TGF/Koko.org, involves teaching a
modified form of American Sign Language to two lowland gorillas, Koko and Michael. In the
past 26 years, Koko has learned American Sign Language and has a working vocabulary of 500
words. In 1998, she took part in an AOL live Internet chat. Dr. Penny Patterson signed the online
audience’s questions to Koko, and a typist entered her responses.
Have students discuss their opinions regarding the value of language learning studies with
primates. What have researchers learned from animal studies about the development or cause of
language? Do they have any ethical concerns? If they think that animal studies are beneficial for
the understanding of language development, they should describe how they think this type of
research should be conducted.
Sources:
Gardner, B. T., & Gardner, R. A. (1971). Two-way communication with an infant chimpanzee. In A. M.
Schrier & F. Stollnitz (Eds.), Behavior of nonhuman primates. New York: Academic Press.
Gerow, J. (1988). Time retrospective: Psychology 1923–1988. 16–17.
Kellogg, W. N., & Kellogg, I. A. (1933). The ape and the child. New York: McGraw-Hill.
Patterson, F. G. (1978). The gestures of a gorilla: Language acquisition in another pongid. Brain and
Language, 5, 72–97.
Classroom Activity 4: Supporting Arguments for Three Views of Language Development

The purpose of this activity is to afford students an opportunity to further their understanding of
the three major views of language development.
First, have them break into small groups and assign them one of the three positions (biological,
behavioral, and interactionalist). As a group, they should identify the basis of language
development that their theoretical perspective assumes and generate evidence that supports that
view using their textbooks.
Second, select one group from each perspective to present its theoretical position on language
development to the class. You can have the groups debate their positions or merely present the
arguments and evidence.
Third, have the students who are not making presentations determine which position makes the
most sense to them. If they cannot come to a consensus, or if they dispute all three of the
theoretical claims, have them generate a new perspective on the development of language. The
new perspective can include components of the three perspectives that were provided.
Logistics:
• Group size: Small groups (5 students), and full-class discussion.
• Approximate time: Small group (15 minutes), and full-class discussion (30 minutes).
Classroom Activity 5: Critical-Thinking Multiple-Choice Questions and Suggested Answers

Discuss the answers to the critical-thinking multiple-choice questions in Handout 1. Suggested

answers are provided in Handout 2.
Question 1 is a new type of exercise compared to those from previous chapters. The question
requires students to integrate information from different parts of the chapter in a novel way.
Students are likely to have difficulty because: (a) Santrock does not always explicitly trace the
implications of the new research for Piaget’s claims; (b) students are not always clear about the
concrete meaning of Piaget’s stages of sensorimotor development, which makes it difficult for
them to discover when a new finding contradicts a Piagetian claim or finding; (c) students do not
always understand the inferential nature of our understanding of infant cognition; and, (d)
students do not expect material in textbooks to be self-contradictory. Therefore, it is important to
discuss each of these problems; students usually prompt the discussion with questions of their
own. For point (a), consider discussing the tentative and often controversial nature of claims
about infant cognition. Explore how researchers make inferences about the qualitative and
quantitative aspects of infant cognition for point (c). Finally, for point (d), discuss the notion that
what we know about infant cognition is a synthesis of many separate studies and involves dealing
with inconsistent and contradictory findings.
Question 2 revisits the “nature of development,” though this time in a less direct way than in
previous chapters. You may want to review the issues presented in chapter 1 again, but this time
give students an opportunity to define and illustrate these on their own. A good idea would be to
ask them how each issue would be applied to the study of language development without directly
referring to material in the text.
Logistics:
• Materials: Handout 1 (Critical-Thinking Multiple-Choice Questions) and Handout 2
(Answers)
• Group size: Small groups (5) to discuss the questions, then a full-class discussion.
• Approximate time: Small groups (15 to 20 minutes), then 15 minutes for full-class
discussion.
Classroom Activity 6: Critical-Thinking Essay Questions and Suggestions for Helping

Students Answer the Essays
Discuss students’ answers to the critical-thinking essay questions presented in Handout 3. The
purpose is threefold: (1) answering these questions further facilitates students’ understanding of
concepts in chapter 5; (2) this type of essay question affords the students an opportunity to apply
the concepts to their own lives which will facilitate their retention of the material; and, (3) the
essay format also will give students practice expressing themselves in written form. Ideas to help
students answer the critical-thinking essay questions are provided in Handout 4.
Logistics:
• Materials: Handout 3 (Essay Questions) and Handout 4 (Ideas to Help Answer).
• Group size: Individual, then full class.
• Approximate time: Individual (60 minutes), then 30 minutes for full-class discussion.
Personal Applications
Personal Application 1: Something Old, Something New
The purpose of this exercise is to help students understand Piaget’s concept of scheme—a
cognitive structure that helps individuals organize and understand their experiences. Schemes
play a major role in infant development when infants are experiencing everything for the first
time and the world is a huge, unfamiliar place. However, even as adults, we adapt to new
experiences through the use of what Piaget conceptualized as schemes.
Instructions for Students: Write about something you did for the first time as an adolescent or
adult. Remember how, until you first had the experience, you really had no understanding of what
it would really be like. When you first encountered the new “thing,” you were encoding all of the
new information about it. That initial “scheme” then guided you to build expectations and to
prepare for and understand the experience better the next time you had it. Certainly, your initial
scheme was altered somewhat by the second experience, and all subsequent experiences both
evolved out of, and contributed to, your mental scheme for this particular event.
Use in the Classroom: Share some common adult first-time experiences, and talk students
through both assimilation and accommodation using something to which they can relate. Good
examples are flying on an airplane, roller blading (as related to ice skating), eating at a very
ethnic restaurant (Japanese and sitting on the floor; Moroccan and eating with your fingers), or
bungee jumping.
Personal Application 2: Oh, That Again?!

The purpose of this exercise is to get students to think about the phenomenon of habituation in
terms of their own experiences. Habituation is fundamental to many studies of infant perceptual
and cognitive functioning. It is, of course, employed there purposefully, but there are cases in our
daily lives that demonstrate the naturally occurring effects of habituation.
Instructions for Students: Write about something you have been habituated to. What was the
stimulus? How was it repeatedly presented to you? What was the behavioral outcome? What
might happen to bring about dishabituation? Would you like to be dishabituated? What are some
other real-life issues related to habituation and dishabituation?
Use in the Classroom: One of the biggest issues regarding habituation is that of violence and
children. We know that children see an astounding number of deaths on television and in movies
(in the thousands before they reach the age of 10), and the concern is that they show no particular
reaction of dismay or disgust. The notion that our violent society and repeated media exposure
have habituated even young children to such acts is a hot topic of debate. Can this account for
children bringing weapons to school and settling their “differences” with others through violence?
Or, does it simply enable them to tune it out when they see it, and not concern themselves with it?
The same argument can be made about sexual images. When advertisements use partially nude
models, and the covers of newsstand magazines flaunt only partially clad women, clothing trends
for younger and younger children can follow suit. Have students discuss their views using
examples to back up their claims.
Research Project Ideas

Research Project 1: Object Permanence
For this project, students should work in groups of two to four. Each group will need an infant
from two of the following four age groups: 4 to 8 months, 8 to 12 months, 12 to 18 months, and
18 to 24 months. Prior to the start of the research, the project must be approved by the human
subjects review board at your school, and the students must get a signed informed consent form
from the infants’ parents. Using Handout 5, the students should perform each of the tasks with
both of the infants and record the infants’ responses. The students should address the following
questions as well:
• How do the younger and older infants respond in task one? Do both seem to understand that
the object is under the cloth? When part of the object is exposed, does the baby exhibit
surprise? Does the infant reach out for the object?
• In the second task, which infants realize the object is behind the screen? Can either baby
follow the action when the object is moved to a second screen?
• How does each of the infants respond when the object is in the box? When the box no longer
contains the object, does either of the infants look behind the screen?
• How does object permanence change as infants get older? Do your observations agree with
Piaget’s findings about object permanence?
Use in the Classroom: Have students present data in class from the research project, pooling the
data for the four age groups of infants. Discuss how the younger and older infants responded to
the three tasks. How does object permanence improve during infancy? Discuss the consistency
between the students’ observations and Piaget’s findings.
Research Project 2: Caregiver-Infant Language

In this project, students will gain a better understanding of the communication techniques that
caregivers use when interacting with infants, and they will gain experience with naturalistic
observation methods. Students will examine recasting, echoing, and expanding, using naturalistic
observation. They should go to a local shopping mall and observe a caregiver with an infant 18 to
24 months old. (Instructors will want to provide students with a letter on school letterhead
explaining the exercise and its purpose in case a student is questioned by mall security.) The
observation period should be approximately 15 minutes. Using the provided data sheet (Handout
6), they should record three instances of speech by the caregiver to the infant, and classify each
instance as recasting, echoing, or expanding. In addition to noting the caregiver’s statements, they
should also note the infant’s response to each statement. Finally, they should answer the questions
listed at the end of Handout 6.
Use in the Classroom: Have the students present data from the research project in class. Do the
observations agree with the presentation in the textbook?
Research Project 3: Infant Conceptualization of Laws of Nature

Have students read one of the following articles and then find one other article that either
supports or contradicts the research found there. Have them write a summary of the initial
research as well as what they found.
Wynn, K. (2002). Do infants have numerical expectations or just perceptual preferences?

Developmental Science, 2, 207-209.
Baillargeon, R. (1986). Representing the existence and the location of hidden objects: object
permanence in 8-month-old infants. Cognition 23(1), 21-41.
Mandler, Jean M.(2000) Perceptual and Conceptual Processes in Infancy', Journal of Cognition
and Development, 1: 1, 3 — 36
Hood, B. M. (1995). Gravity rules for 2–4 year-olds?' Cognitive Development, 10, 577-598.
Videos
Understanding Brain Development from Discovery Channel
An overview of how brain development relates to skills and understanding.
http://dsc.discovery.com/tv-shows/discovery-presents/videos/understanding-the-brain-
development.htm
Piaget on Piaget
A 3 part interview with Piaget where he discusses his theory of genetic epistemology, stages of
cognitive development and the hallmarks of each stage can be found on youtube:
http://www.youtube.com/watch?v=I1JWr4G8YLM&feature=share&list=PLD997344491871BB1
What Do Babies Think?

TED
This video shows Dr. Allison Gopnick discussing infant cognition. It is part of the TED series on
developmental psychology. It can be found at: http://www.psychotube.net/developmental-
psychology/what-do-babies-think/
The Linguistic Genius of Babies

TED
Dr. Patricia Kuhl discusses her research on babies and critical periods of language acquisition. It
can be found at: http://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies.html or
http://www.psychotube.net/developmental-psychology/the-linguistic-genius-of-babies/
McGraw-Hill Education also offers other video and multimedia materials in Connect. For a sneak
peak at the activities available, see “Digital Offerings” above, or speak with your local
representative about Connect.
Feature Film
In this section of the Instructor’s Manual, we suggest films that are widely available on sites like
amazon.com, documentary wire, Hulu, netflix.com PBS video, etc.
Little Man Tate (1991)

Starring: Jodie Foster, Adam Hann-Byrd, Dianne Wiest, Harry Connick Jr., David Hyde Pierce
Directed by Jodie Foster
It is discovered that a young boy is a genius. His single mother is determined to ensure that while
her son has all the opportunities that he needs, he is not taken advantage of by people who forget
that his extremely powerful intellect is housed in the body of a young and sensitive child.
The Wild Child (1970)
Based on the case of Viktor, the first documented feral child who after being found was worked
with by Itard, a contemporary of Piaget. Covers critical periods and species atypical
environments.
Website Suggestions
At the time of publication, all sites were current and active; however, please be advised that you
may occasionally encounter a dead link.
Bayley Scales of Infant Development

http://learningdisabilities.about.com/od/intelligencetests/p/bayleyscales.htm
Brain Connection: Infantile Amnesia

http://brainconnection.brainhq.com/2013/04/22/gone-but-not-forgotten-the-mystery-behind-
infant-memories/
Child Development Institute: Language Development in Children

http://childdevelopmentinfo.com/development/language_development.shtml
Core Knowledge and Cognitive Development (Lectures by Elizabeth Spelke)

http://www.ircs.upenn.edu/pinkel/lectures/spelke/index.shtml
Jean Piaget—Intellectual Development

http://www.english.sk.com.br/sk-piage.html
Handout 1 (CA 5)
Critical-Thinking Multiple-Choice Questions
1. In this chapter, Santrock presents findings about infant cognitive development from the
Piagetian, learning and memory, and individual differences perspectives. The Piagetian
perspective is the oldest and most influential of the three; however, both the learning and
memory and individual differences perspectives have challenged basic claims of Piaget.
Which of the following statements from either information-processing or individual
differences research does NOT contradict one of Piaget’s observations? Circle the letter of
the best answer, and explain why it is the best answer and why the other answers are not as
good.
a. In Rovee-Collier’s study, 10 week-old infants moved a leg or an arm to rotate a mobile.

They “remembered” to do so again two weeks later.
b. Andrew Meltzoff watched 3 day-old babies imitate facial expressions.
c. Carolyn Rovee-Collier found that infants as young as 2 to 6 months can remember some
experiences through 1½ to 2 years of age.
d. Tested on the Bayley scales, an average 6 month-old infant will search persistently for
objects just out of reach.
e. Elizabeth Spelke documented intermodal perception in 4 month-old infants.
2. Santrock’s treatment of early language development uses many of the organizing concerns
and questions that developmentalists employ to study other aspects of human development.
Which one of the following concepts, issues, or themes receives the LEAST coverage during
Santrock’s discussion of early language development? Circle the letter of the best answer,
and explain why it is the best answer and why the other answers are not as good.
a. Development is a product of biological, cognitive, and social processes.

b. The nature versus nurture issue.
c. The continuity versus discontinuity issue.
d. The issue of qualitative versus quantitative change.
e. Culture influences development.
Handout 2 (CA 5)
Answers for the Critical-Thinking Multiple-Choice Questions

1. In this chapter, Santrock presents findings about infant cognitive development from the
Piagetian, information-processing, and individual differences perspectives. The Piagetian
perspective is the oldest and most influential of the three; however, both the information-
processing and individual differences perspectives have challenged basic claims of Piaget.
Which of the following statements from either information-processing or individual
differences research does NOT contradict one of Piaget’s observations? Circle the letter of
the best answer, and explain why it is the best answer and why the other answers are not as
good.
a. Rovee-Collier’s findings contradict Piaget’s observations. What Rovee-Collier described

(moving the mobile) is what Piaget called a secondary circular reaction. Piaget claimed
that this occurred between 4 and 8 months of age. Piaget also provided no descriptions of
memory in infants as young as 10 weeks old, and his theory seems to suggest that infants
that young do not have memories.
b. Meltzoff’s findings contradict Piagetian claims. Piaget did not observe imitation until 4 to
8 months, when he saw imitations of baby talk, babbling, and physical gestures. These
examples involved actions the infant already was able to perform, whereas newborn
infants may imitate facial expressions they have never produced on their own.
c. This is not the correct answer. Piaget thought that memory did not form until the end of
the sensorimotor stage, thus Rovee-Collier’s finding that 2 year-olds could remember
experiences they had up to two years later, when put in the same context, contradicts
Piaget.
d. This is the correct answer. The finding that an average 6 month-old will search
persistently for an object just out of reach is consistent with Piaget’s findings during the
third stage of object permanence development. The infant persists in looking for the
object. If the object disappears, the baby will examine the spot where it vanished.
e. Spelke’s research findings contradict Piaget’s theory. According to Piaget’s theory, the
basis of intermodal perception, a mental scheme that integrates information from several
senses, should not exist until the end of the sensorimotor period or the beginning of the
preoperational period of development.
2. Santrock’s treatment of early language development uses many of the organizing concerns
and questions that developmentalists employ to study other aspects of human development.
Which one of the following concepts, issues, or themes receives the LEAST coverage during
Santrock’s discussion of early language development? Circle the letter of the best answer,
and explain why it is the best answer and why the other answers are not as good.
a. Development is a product of biological, cognitive, and social processes is not the best
answer. The chapter discusses the biological bases of language and the behavioral and
environmental views. Language itself is dependent on cognitive processes (e.g., symbolic
function). One cognitive characteristic of language is that it is rule-based and generative.
b. The nature versus nurture issue is not the best answer. The chapter explicitly talks about
biological and environmental influences on language which is one way of talking about
nature–nurture issues. The chapter also touches on the classic nature view (that language
acquisition is the product of a language acquisition device) and the definitive nurture
view (that language is learned in the same way as any other behavior through processes of
reinforcement).
c. The continuity versus discontinuity issue is the best answer. This issue receives the least
attention. For example, it is not clear whether changes described in the chapter are
relatively continuous or abrupt. Likewise, nothing is said about whether individual
language styles or abilities persist into later life (the stability/change issue).
d. The issue of qualitative versus quantitative change is not the best answer. Much of the
material is about qualitative changes. The rule systems of phonology and syntax change
as language develops. There are also quantitative changes such as the increase in the
number of words learned.
e. Culture influences development is not the best answer. Santrock described a study in
which the language environments of children from middle-income professional families
and families on welfare (cultures) were examined relative to the children’s language
development. Researchers estimated that by the age of 4, the average welfare family child
would have 13 million fewer words of cumulative language experience. Despite the
finding that language milestones are universal, cultural influences still impact language
development.
Handout 3 (CA 6)
Critical-Thinking Essay Questions
Your answers to these kinds of questions demonstrate an ability to comprehend and apply ideas
discussed in this chapter.
1. Explain Piaget’s concept of a scheme, and give an example of both a behavioral scheme and
a mental scheme. Explain the processes of assimilation and accommodation (discussed in
chapter 2) using these concepts.
2. Compare and contrast the methods used by Piaget, and learning and memory researchers, to
study infant cognition.
3. What is the relationship between each of the substages in Piaget’s theory of the sensorimotor
period? How does the infant get from one stage to the next?
4. Explain the criticisms of Piaget’s theory. That is, describe them, and indicate what impact
they should have on our belief in Piaget’s theory as an accurate description and explanation
of infant cognitive development.
5. Describe what we know about infants’ ability to pay attention, remember, and imitate. Then
speculate about how these abilities may be related to each other.
6. How do learning and memory theorists approach development? How would you convince a
friend that imitation and deferred imitation demonstrate learning and memory by infants?
7. If you were a parent of an infant, what would you learn about your infant from the Gesell test
and the Bayley Scales of Infant Development?
8. Define language, and explain the concept of infinite generativity.
9. Discuss evidence regarding the nature and nurture bases for language development.
10. Summarize the milestones in the development of language by infants.
11. Discuss how information about language development relates to information about cognitive
development in infants. That is, do the two areas of study reinforce, contradict, or both
reinforce and contradict each others’ findings and conclusions about infant cognitive
capacities?
Handout 4 (CA 6)
Ideas to Help You Answer Critical-Thinking Essay Questions
1. Begin by describing a particular experience that an infant might have for the first time. Tell
the story of what happens in Piagetian terms (incorporating the concepts of scheme,
assimilation, and accommodation), as the infant encounters the experience, and variations of
it, again and again.
2. List the methods and who employed them. Note what each specifically tested, what age
group they observed, what was required of the subjects, and what kinds of results they
yielded. Also identify any inherent weaknesses in the methods.
3. Think about the fundamental aspects of the stage as a whole. What was Piaget’s theoretical
basis for identifying this particular time frame as a single “stage” of development? What
differentiates the sensorimotor period from the preoperational period? Upon answering this,
you can establish your answer for the transition that the infant must make.
4. Begin with a brief summary of the distinguishing characteristics of Piaget’s theory. Next,
present the specifics of the criticisms of his theory. Consider the validity of the claims, the
motivations for finding fault with Piaget, and the alternative explanations.
5. Discuss each of these experiences separately to begin with, and then bring them together as a
behavioral sequence to delineate their relationship.
6. For your argument to be convincing, your friend will need a solid understanding of the
phenomena and theoretical context. Approach this as a teaching opportunity. Provide the
background of the learning and memory theorists’ perspective, then proceed to discuss the
role of imitation and deferred imitation along with relevant examples.
7. Think about a real infant you know, or imagine you are a parent who wants to know
everything about your baby. Using either of these perspectives, make a list of the
information provided by each assessment tool, then write a general summary. Also, mention
the theoretical issues addressed by the assessment tools.
8. Use your own lifetime of experiencing language to guide you. Come up with your own
personal demonstration of infinite generativity.
9. Begin by establishing the basic perspective of both the nature and nurture approach to
development. Provide specific evidence for each, and discuss whether the evidence is
contradictory or complementary—or both.
10. Summarize the milestones of language development by creating a story of a child as he/she
experiences the first two years of life.
11. Summarize the principles of cognitive development, then map out the principles of language
development. Point out connections, parallels, contradictions, gaps, etc.
Handout 5 (RP 1)
Object Permanence
For this project, in which you may work in groups of two to four, you will need an infant from
two of the following four age groups: 4 to 8 months, 8 to 12 months, 12 to 18 months, and 18 to
24 months. In order to proceed with the task, you need to clear your project through the human
subjects review board at your school, and get a signed informed consent form from the infants’
parents. With each infant, perform each of the following three tasks, and record the infants’
responses. Then answer the questions at the bottom of the page.
Infant Responses
Infant 1 Infant 2
Task Description Sex Age Sex Age
_____ _____ _____ _____
Show each infant an interesting object (e.g.,
ball or object). Then cover it with a piece of
cloth. Note the response.
Now move the cloth so that part of the object

is exposed. Note the response.
Show the child the object again. Now move

it so that it disappears behind a screen. Note
the response.
Now do the task again, but this time have the

toy go behind one screen and then another
screen located close by. Note the response.
Show the infant the object, then cover it with

a small box. Move the box behind the
screen, but bring the box back into the view.
Note the response.
Questions:
• How did the younger and older infants respond in task #1? Did both seem to understand that
the object was under the cloth? When part of the object was exposed, did the infants exhibit
surprise? Did the infants reach out for the object?
• In the second task, which infants realized the object was behind the screen? Could either
baby follow the action when the object was moved to a second screen?
• How did each of the infants respond when the object was in the box? When the box no
longer contained the object, did either of the infants look behind the screen?
• How does object permanence change as infants get older? Do your observations support
Piaget’s findings about object permanence?
Handout 6 (RP 2)
Caregiver–Infant Language
In this project, you will examine recasting, echoing, and expanding using naturalistic observation.
Go to a local shopping mall, and observe a caregiver with an infant 18 to 24 months old. Observe
them for 15 minutes. Record three instances of speech by the caregiver to the infant, and classify
each instance as recasting, echoing, or expanding. Note the caregiver’s statements, and then the
infant’s response to each statement. Then answer the questions that follow.
Speech Response of Infant Age _____ Sex _____

Statement 1
Statement 2
Statement 3
Questions:
• What types of techniques did the caregiver use with the infant you observed?
• How did the infant respond to the statements made by the caregiver?
• From your observations, do you think recasting, echoing, and expanding are effective
techniques in aiding infants to learn language? Why or why not?
• What variables might have affected the quality of data you collected? Might your
conclusions have been different if you had observed a different caregiver–infant pair? How?

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Chapter 5: Cognitive Development in Infancy

Solutions Manual for Life Span Development 15th

Download full test bank at:

Chapter 5: Cognitive Development in Infancy

A. Discuss cognitive processes in infancy.

Learning Goal 2: Describe how infants learn, remember, and conceptualize.

A. Discuss the role of conditioning in learning and remembering.

Learning Goal 3: Discuss infant assessment measures and the prediction of

A. Describe and discuss measures of infant development.

Students study more effectively with Smartbook.

• Make It Effective. Powered by Learnsmart, SmartBook™ creates a personalized reading experience by

Ch Chapter Title Asset Asset Title Connect Learning Objective

Santrock, Life-Span Development: 15e IM 5 | 2

Cognitive Milestones: Object Summarize and evaluate

Cognitive Processes Personal Application 1: Something Old, Something

Evaluating Piaget’s Sensorimotor Stage

Infant Cognitive Development?

Individual Differences and Assessment Learning Goal 3: Discuss infant assessment

Language Development Learning Goal 4: Describe the nature of language

Review Classroom Activity 5: Critical-Thinking Multiple-

Lecture Suggestion 2: Is It Possible to Accelerate Infant Cognitive Development?

Lecture Suggestion 3: To Test or Not to Test, That Is the Question

A problem of long-standing interest is the question of whether individual differences in infant

he would be able to develop intervention techniques to enhance the child’s intelligence.

Lecture Suggestion 4: Infant Speech Perception: Use It or Lose It?

Lecture Suggestion 5: To Sign or Not to Sign?

In an article in the British Psychological Society’s The Psychologist Gwyneth Doherty-Sneddon

• Larger expressive and receptive oral-language vocabularies

The mechanisms underlying these benefits are proposed to include:

Santrock, Life-Span Development: 15e IM 5 | 9

Classroom Activity 2: Infant Attention and Habituation

different phases of habituation/dishabituation experiments.

Classroom Activity 3: Do Animals Have the Ability to Communicate?

Santrock, Life-Span Development: 15e IM 5 | 12

Classroom Activity 4: Supporting Arguments for Three Views of Language Development

Classroom Activity 5: Critical-Thinking Multiple-Choice Questions and Suggested Answers

Discuss the answers to the critical-thinking multiple-choice questions in Handout 1. Suggested

Classroom Activity 6: Critical-Thinking Essay Questions and Suggestions for Helping

Personal Application 2: Oh, That Again?!

Research Project Ideas

Piaget’s findings about object permanence?

Research Project 2: Caregiver-Infant Language

Research Project 3: Infant Conceptualization of Laws of Nature

Wynn, K. (2002). Do infants have numerical expectations or just perceptual preferences?

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What Do Babies Think?

The Linguistic Genius of Babies

Little Man Tate (1991)

The Wild Child (1970)

Bayley Scales of Infant Development

Brain Connection: Infantile Amnesia

Child Development Institute: Language Development in Children

Core Knowledge and Cognitive Development (Lectures by Elizabeth Spelke)

Jean Piaget—Intellectual Development

Critical-Thinking Multiple-Choice Questions

a. In Rovee-Collier’s study, 10 week-old infants moved a leg or an arm to rotate a mobile.

a. Development is a product of biological, cognitive, and social processes.

Answers for the Critical-Thinking Multiple-Choice Questions

a. Rovee-Collier’s findings contradict Piaget’s observations. What Rovee-Collier described

Critical-Thinking Essay Questions

8. Define language, and explain the concept of infinite generativity.

10. Summarize the milestones in the development of language by infants.

Ideas to Help You Answer Critical-Thinking Essay Questions

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Speech Response of Infant Age _ Sex _