CHAPTER 5: COGNITIVE DEVELOPMENT IN - occurs when children use their existing

INFANCY schemes to deal with new informations or

experiences.
CHAPTER OUTLINE: Accomodation
I. PIAGET'S THEORY OF INFANT - occurs when children adjust their schemes
DEVELOPMENT to take new information and experiences
II. LEARNING, ATTENTION, into account.
REMEMBERING, AND
CONCEPTUALIZING EXAMPLE:
III. LANGUAGE DEVELOPMENT Newborns reflexively suck everything that touches
their lips, by sucking, they learn about their taste,
PIAGET'S THEORY OF INFANT DEVELOPMENT texture etc. which is they assimilate and after
- Piaget thought that, just as our physical several months of experience, they construct the
bodies have structures that enable us to world differently. They've learned some objects can
adapt to the world, we build mental be sucked and other's can't be. In other words, they
structures that help us adjust to new accomodate their sucking scheme.
environmental demands.
- Piaget stressed that children actively
construct their own cognitive worlds.
- He sought to discover how children at
different points in their development think
about the world and how systematic ORGANIZATION
changes in their thinking occur. - It is the grouping of isolated behaviors and
thoughts into a higher-order system.
COGNITIVE PROCESSES
- Piaget developed concepts that constructs EXAMPLE:
processes that children used to construct A boy who has only a vague idea about how to use
their knowledge of the world. These are a hammer may also have a vague idea about how
schemes, assimilation, accomodation, to use other tools too. After learning hhow to use
organization, equilibrium and equilibration. each one, he relates these uses, organizing his
knowledge.
1. Schemes
2. Assimilation EQUILIBRATION
3. Accomodation - According to Piaget, children constantly
4. Organization assimilate and accomodate as they seek
5. Equilibrium equilibrium.
6. Equilibration - There is considerable movement between
states of cognitive equilibrium and
disequilibrium as assimilation and
accomodation work in concert to produce
SCHEMES cognitive change
- These are actions or mental representations - Equilibration is the mechanism that Piaget
that organize knowledge. proposed to explain how children shift from
Baby's schemes one stage of thought to the next.
- are structured by simple actions that can be
performed on objects such as sucking, SENSORIMOTOR STAGE
looking and grasping. - In the first of Piaget's stages, which lasts
Older children from birth to about 2 years of age; Infants
- have schemes that include strategies and construct an understanding of the world by
plans for solving problems. coordinating sensory experiences with
- By the time we have reaches adulthood, we motoric actions.
have constructed and enormous number of
dverse schemes such as driving a car to STAGES OF DEVELOPMENT
balancing a budget. Piaget divided the sensorimotor stage into six
substages.
ASSIMILATION AND ACCOMODATION 1. Simple refelexes
2. First habits and primary circular reactions
Asimmilation 3. Primary circular reactions
4. Coordination of secondary circular reactions
 5. Tertiary circular reactions, novelty, and - permit the infant to think about concrete
curiosity events without directly acting them out or
6. Internalization of schemes perceiving them.

1.) SIMPLE REFLEXES

- It corresponds to the first month after birth. II. LEARNING, ATTENTION, REMEMBERING,
- In this substage, sensation and action are AND CONCEPTUALIZING
coordinated primarily through reflexive 1. Conditioning
behaviors. 2. Attention
3. Memory
2.) FIRST HABITS AND PRIMARY CIRCULAR 4. Imitation
REACTIONS 5. Concept Formation and Categorization
- It develops between 1 and 4 months of age.
- In this substage, the infant coordinates CONDITIONING
sensation and two types of schemes: habits - According to Skinner's Theory of operant
and primary circular reactions. conditioning, the consequences of behavior
produce changes in the probability of the
Habit behavior's occurrence.
- is a scheme based on a reflex that has
become completely separated from its ATTENTION
eliciting stimulus and a circular reaction is a - The focusing of mental resources on select
repetitive action. information improves cognitive processing
Primary circular reaction on many tasks
- A scheme based on the attempt to
reproduce an event that initially occurred by HABITUATION AND DISHABITUATION
chance - Closely linked with attention are the
. processes of habituation and dishabituation
3.) SECONDARY CIRCULAR REACTION
- It develops between 4 and 8 months of age. JOINT ATTENTION
- In this substage, the infant becomes more - two or more individuals focus on the same
object oriented, moving beyond object or event
preoccupation with self.
MEMORY
- involves the retention of information over
time.
- Attention plays an important role in memory
as part of encoding, a process in which
4.) SECONDARY CIRCULAR REACTION information is transferred to memory
- It develops between 4 and 8 months of age.
- In this substage, the infant becomes more IMPLICIT MEMORY
object-oriented, moving beyond - Memory without conscious recollection;
preoccupation with self. involves skills and routine procedures that
are automatically performed.
5.) TERTIARY CIRCULAR REACTIONS,
NOVELTY, AND CURIOSITY EXPLICIT MEMORY
- It develops between 12 and 18 months of - Memory of facts and experiences that
intrigued by the many properties of objects individuals consciously know and can state.
and by the many things that they can make
happen to objects. IMITATION
- Infant development researcher Andrew
6.) INTERNALIZATION OF SCHEMES Meltzoff has conducted numerous studies of
- It develops between 18 and 24 months of infants’ imitative abilities.
age. - He sees infants’ imitative abilities as
- In this substage, the infant develops the biologically based, because infants can
ability to use primitive symbols. imitate a facial expression within the first
few days after birth.
Primitive symbols

DEFERRED IMITATION
 - Imitation that occurs after a delay of hours GESTURES
or days. - Infants start using gestures, such as
showing and pointing, at about 7 to 15
CONCEPTS months of age with a mean age of
- Cognitive groupings of similar objects, approximately 11 to 12 months.
events, people, or ideas
FIRST WORDS
Language Development - Infants understand their first words earlier
- is a form of communication—whether than they speak them
spoken, written, or signed—that is based on
a system of symbols. TWO-WORD UTTERANCES
- By the time children are 18 to 24 months of
INFINITE GENERATIVITY age, they usually speak in two-word
- The ability to produce and comprehend an utterances.
endless number of meaningful sentences
using a finite set of words and rules.

PHONOLOGY
- The sound system of the language,
including the sounds that are used and how
they may be combined.
BIOLOGICAL AND ENVIRONMENTAL
MORPHOLOGY INFLUENCES
- Units of meaning involved in word
formation. BIOLOGICAL INFLUENCES
- The ability to speak and understand
SYNTAX language requires a certain vocal apparatus
- The ways words are combined to form as well as a nervous system with certain
acceptable phrases and sentences. capabilities.

SEMANTICS TELEGRAPHIC SPEECH

- refers to the meaning of words and - The use of short and precise words without
sentences. grammatical markers such as articles,
auxiliary verbs, and other connectives.
PRAGMATICS
- The system of using appropriate BROCA’S AREA
conversation and knowledge of how to - An area in the brain’s left frontal lobe that is
effectively use language in context. involved in speech production.

HOW LANGUAGE DEVELOPS WERNICKE’S AREA

RECOGNIZING LANGUAGE SOUNDS - An area in the brain’s left hemisphere that is
- Long before they begin to learn words, involved in language comprehension.
infants can make fine distinctions among
the sounds of the language. APHASIA
- A loss or impairment of language ability
BABBLING AND OTHER VOCALIZATIONS caused by brain damage.
- Long before infants speak recognizable
words, they produce a number of LANGUAGE ACQUISITION DEVICE (LAD)
vocalizations. - Chomsky’s term that describes a biological
endowment enabling the child to detect the
Crying features and rules of language, including
- Babies cry even at birth. phonology, syntax, and semantics.
Cooing
- Babies first coo at about 2 to 4 months ENVIRONMENTAL INFLUENCES
Babbling - Our coverage of environmental influences
- In the middle of the first year, babies babble on language development in infancy
—that is, they produce strings of consonant- focuses on the important role of social
vowel combinations, such as “ba, ba, ba, interaction as well as child-directed speech
ba.” and caregiver strategies.
 - ● Adjust to your child’s idiosyncrasies instead
The Role of Social Interaction of working against them.
- Language is not learned in a social vacuum. ● Resist making normative comparisons.

Interaction view of language

- emphasizes that children learn language in
specific contexts

Child-Directed Speech and Other Caregiver

Strategies
- One intriguing component of the young
child’s linguistic environment is child-
directed speech (also referred to as
“parentese”), which is language spoken with
a higher-than-normal pitch, slower tempo,
and exaggerated intonation, with simple
words and sentences
- Adults often use strategies other than child-
directed speech to enhance the child’s
acquisition of language, including recasting,
expanding, and labeling:

Recasting
- rephrasing something the child has said
that might lack the appropriate morphology
or contain some other error.
Expanding
- is adding information to a child’s incomplete
utterance.
Labeling
- is naming objects that children seem
interested in.

CONNECTING DEVELOPMENT TO LIFE

How Parents Can Facilitate Infants’ and Toddlers’

Language Development

● Be an active conversational partner.

● Narrate your daily activities to the baby as
you do them.
● Talk in a slowed-down pace and don’t worry
about how you sound to other adults when
you talk to your baby.
● Use parent-look and parent gesture, and
name what you are When you talk with
infants and toddlers, be simple, concrete,
and Play games.
● Remember to listen.
● Expand and elaborate language abilities
and horizons with infants