Professional Documents
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Learning Goals
Learning Goal 1: Summarize and evaluate Piaget’s theory of infant development.
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
Santrock, Life-Span Development: 15e IM 5 | 1
© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not
authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated,
forwarded, distributed, or posted on a website, in whole or part.
Chapter 5: Cognitive Development in Infancy
SMARTBOOK
• Make It Informed. Real-time reports quickly identify the concepts that require more attention from individual
students—or the entire class. SmartBook™ detects the content a student is most likely to forget and brings it
back to improve long-term knowledge retention. Students help inform the revision strategy.
• Make It Precise. Systematic and precise, a heat map tool collates data anonymously collected from thousands
of students who used Connect Psychology’s Learnsmart.
• Make It Accessible. The data is graphically represented in a heat map as “hot spots” showing specific
concepts with which students had the most difficulty. Revising these concepts, then, can make them more
accessible for students.
CONNECT
• Make It Intuitive. You receive instant, at-a-glance views of student performance matched with student
activity.
• Make It Dynamic. Connect Insight™ puts real-time analytics in your hands so you can take action early and
keep struggling students from falling behind.
• Make It Mobile. Connect Insight™ travels from office to classroom, available on demand wherever and
whenever it’s needed.
Here is a brief outline of interactive assignments from Connect. For a full list and access, go to Connect!
© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not
authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated,
forwarded, distributed, or posted on a website, in whole or part.
Chapter 5: Cognitive Development 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.
© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not
authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated,
forwarded, distributed, or posted on a website, in whole or part.
Chapter 5: Cognitive Development in Infancy
Resources
Lecture Suggestions
Lecture Suggestion 1: Why Can’t We Remember Events from Our Early Childhood?
Learning Goal 2: Describe how infants learn, remember, and conceptualize.
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
Santrock, Life-Span Development: 15e IM 5 | 4
© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not
authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated,
forwarded, distributed, or posted on a website, in whole or part.
Chapter 5: Cognitive Development in Infancy
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)
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
Santrock, Life-Span Development: 15e IM 5 | 5
© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not
authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated,
forwarded, distributed, or posted on a website, in whole or part.
Another document from Scribd.com that is
random and unrelated content:
Kalevalan III Runo.
Ei oo teiän virsistähän,
ei teiän sanaisistahan,
ei oo laulut laaukkaita,
ei oo virret viisahia,
5 eik' oo muitenkaan mukaisat:
teill' on virret telkka-päitä;
mie kun laula'a alotan,
laulan päivät pääksekkäisin; (III: 7.)
laulan viikot vierekkäisin,
10 harvat käyvät nauramahan,
useammat itkemähän;
ei ne laula lapset kaikki, (III: 11, 290.)
pojat ei laula puoletkana, (III: 291.)
ei se tiiä yksikänä,
15 ymmärr' ei yheksänkänä, (III: 12.)
minun lapsen laulujani,
mekujain ei mielettömän;
ei iloo iloitsijoille,
ei remuu remuitsijoille,
20 ilo ilman istujille,
remu reunan-katsojille.
Lauletaan "uhmallaan" eli kiistaan sillä tavoin, että kun toinen heittää
laulamasta, niin toinen ottaa kiinni ja edistää; sellaiset virret ovat
sisällyksen puolesta konkkavirsiä, joissa laulajat toisiaan soimaavat.
14 tiiä = tiedä.
34. Liekkuvirsi.
Tois.:
4 männä päähän pääsiäisnä [kl -siäissä]
7 suin sulaan on, päin lumehen
20 istu tuossa! orjo-parka
28 ollessais on orjuuessa
38 tuotiin on tuliset tuolit
39 istu tuoho(n) isäntä-parka
44 tuoll' kärme käänteleipi [suusanalla sanottuna]
46 ota tuost' isäntä-parka
50 hän sitt' vasten vastaeli
54 olit paha palveljoille.
1 orjo = orja.
4 päässä = päästä.
8 kopra = koura.
27 juua = juoda.
45 sisoliesku = sisiliska.
35. Hää-virsi.
3-4 sanat ovat niin ilkeitä, ettei sovi panna niitä tekstiin.
36. Liekkuvirsi.
Tois.:
1 Tuo vanha Väinämöinen
2 tul' on nuori Koukamoinen
3 tuliit tiellä vastakkaisin
4 käi on aisa aisan päähän
6 rahe rahkeesen [kl rahkeehen] tapasi
7 käivät länget länki-puihin [kl puihen]
15 mull' on kivet kyntämäni.
37. Häävirsi.
Selityksiä: 37.
8 väleen = pian.
38. Sananlasku.
1 hylkeen' = hylkeenä.
40. Liekkuvirsi
(Sananlaskun tapainen).
41. Reki-virsi.
19 kl hoa'on alta haltiaasi; hako, hoa'on; sata, soa'an (saa'an 30: 25);
reki, rie'en (41: 43, 42: 4).
41 jouhonen = jouhi.
Tämä runo näkyy olevan kolmesta eri pätkästä kokoonpantu: 1-15, 16-
38 ja 39-74, mutta ne ovat lauletut yhdistettynä. — Säkeet 21-37
esiintyvät myöskin eräässä häävirressä, joka lauletaan tuliaishäissä.
42. Rekivirsi.
Tois.:
7 syän-puist' oli kaplahani
8 sutte-lutte, soltin poltin
72 katajainen katto päällä
73 havu-katt' oli kartanoni
15 ak'se (eli: a kuin) saatais' sammumahan
21 join ma'ani [kl maa'aini] söin rahani.
43. Häävirsi.
Tois.:
16 asut alla kulmiesi [k kulmiheisi]
18 (19) jok' se tiellä tessettiin
20 jokos virsillä vetivät
23 suu-sanoilla soimasivat
25 jos he suotta soimasivat
30 meill' on kostajat kotona
kyll' on kostajat kotona
sitt' kotona kostetahan
31 maksajat emon majoilla
meill' on maksajat majoilla.
41 kl _ei_sin itsein.
Tois.:
17 kuin mie saisin Sakkulasta
20 olkoon kiitetty Jumala
27 ylistetty yksin Luoja
23 mitä miele'in teki'i [= tekikin]
26 sukuhuin [kl sukuhein] on suuren miehen
29 miehen suuren ja sorean.
46. Liekkuvirsi.
Selityksiä: 46.
Kalevalan IV Runo.
47. Liekkuvirsi.
Tois.:
3 jo oli meret kylvöttynä
7 se ol' meri kylpömättä
9 hamehein on haon [kl haaon] päälle
11 sukka'in sulille maille
17 tuli luntti Luu-mäeltä
25 pois on risti'in ripusti
50 mää sie aitta'an mäelle
52 paa sie päälle'is parasta.
6 kl ja murteessa: kolmann_ee_lle.
54 hipiä = iho.
63 kuuru = aika.
48. Liekkuvirsi.
50. Liekkuvirsi.
Tois:
1 Kuin oisin kuollut koito poika
2 poika kalkinen kaonnut
11 vaaks' ois vaatetta pitänyt
13 kyynäre pyhäistä maata
14 ja pari papin sana'a
17 mitä henkii ois' vähemmän.
2 _kalkinen- = onneton.
3 ois't = olisit.
51. Tantsuvirsi.
2 kl käv(v)yyt.
16 muuollansa = muodollansa.
19 siitäät = sietävät; — sitseva = (ven. ситецъ [sitets], ситцевый
[sittsevyj]) sitsi- eli karttunikangas.
52. Liekkuvirsi.
Tois.:
2 aika likka aikoinani
21 iso kutsui kukkaiseksi
22 emo ehto-lapseksensa
27 kukillaan ol' kuuluisampi
37 minkä syönen leivässäni.
5 lello = hyvä, makea (lasten kielessä); lello leuan alla = kaksi leukaa.
20 tiiett' = tiedetty.
26 tarkoitetaan: marja oli kallis kun se vielä oli kiinni varressaan tahi
kannollaan.
31, 32 itikkainen — rikkanen; part -ikaista, vit. siv. 29, 30. — r. eell.
rikka = roiska, joka on riihen edellä
33 tallon = tallaan ; vrt. mitt_o_mani, selityksiä N:o 36:19].
(Vrt. A.W. Forsman: Suom. person. nim. I: siv. 57 ja Knt. II: 157.)
53. Liekkuvirsi.