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Lifespan - CH5-WK3
Cognitive Development in Infancy
| Question | Answer |
|---|---|
| Adaptation | involves adjusting to new environmental demands |
| Schemes | actions or mental representations that organize knowledge |
| Behavioral schemes | (physical activities) characterize infancy Consist of simple actions that can be performed on objects |
| Mental schemes | (cognitive activities) develop in childhood Include strategies and plans for solving problems |
| Assimilation | occurs when children use their existing schemes to deal with new information or experiences |
| Accommodation | occurs when children adjust their schemes to take new information and experiences into account. A complete shift in thinking. |
| Organization | the grouping of isolated behaviors and thoughts into a higher-order system |
| Equilibration | the mechanism by which children shift from one stage of thought to the next |
| Disequilibrium | child’s inevitable experience of cognitive conflict Brought about by inconsistencies in his or her existing schemes. Promotes scheme adjustment and learning |
| Circular Reactions | In the sensorimotor stage: Primary, secondary, Tertiary |
| Piaget's Sensorimotor Stage | infant cognitive development lasting from birth to 2 years Infants understand the world through their sensory experiences. Manipulate the world thru motor movement |
| Pictorial Competence | The ability to understand that a picture is just a representation of a real object (part of internal schemes) |
| Object Permanence | the understanding that objects continue to exist even when they cannot be seen, heard, or touched; develops by the end of the sensorimotor stage |
| Conditioning | Infants can learn through classical and operant conditioning; Understanding that one event causes another; Develops at around 6 months |
| Attention | the focusing of mental resources on select information |
| Habituation | decreased responsiveness to a stimulus after repeated presentations; is studied to determine the extent to which infants can understand, see, hear, smell, taste, and experience touch |
| Dishabituation | increased responsiveness after a change in stimulation |
| Joint Attention | individuals focus on the same object or event; skills emerge by 7 to 8 months but are not frequently observed until the end of the 1st year |
| Memory | retention of information over time |
| Encoding | the process by which information gets into memory |
| Implicit memory | memory without conscious recollection Skills and routine procedures that are performed automatically |
| Explicit memory | conscious memory of facts and experiences Occurs in infants after 6 months Maturation of hippocampus and surrounding cerebral cortex |
| Infantile or childhood amnesia | inability to recall memories of events that occurred before 3 years of age; No language to categorize experiences. |
| Categories | groups of objects, events, and characteristics on the basis of common properties |
| Concepts | ideas about what categories represent |
| Perceptual categorization | 3-month-olds can group together objects with similar appearances |
| Conceptual categorization | by 7–9 months, infants form categories that are global in nature |
| Piaget & Language | Language is formed by first categorizing objects and then labeling them. |
| Language Acquisition Device (LAD; Noam Chomsky) | theory that a biological endowment enables children to detect certain features and rules of language |
| Language developmnt: Ecological/ Environmental Influences | Behaviorists claim language is a complex learned skill acquired through responses and reinforcements; Interaction view (Tomasello): children learn language in specific contexts; Children’s vocabulary is linked to family socioeconomic status and the type o |
| Language | a form of communication – whether spoken, written, or signed – that is based on a system of symbols |
| Infinite Generativity | the ability to produce an endless number of meaningful sentences using a finite set of words and rules |
| Sequence of language in Infancy | crying - cooing - babbling |
| Linguistic Speech | Verbal expression that conveys meaning; Around 10-14 months of age |
| Holophrase | Simple syllables that have complete meanings ‘Da’ could mean “Where is Daddy?” |
| Application | parents name objects of interest to baby. “This is …” |
| Child-Directed Speech | language spoken in a higher pitch than normal with simple words and sentences |
| Three strategies to enhance child’s acquisition of language: | Recasting: rephrasing something the child has said Expanding state: repeating what the child has said but in correct structure Labeling: identifying the names of objects |
| Imitation | Meltzoff: infants’ imitative abilities are biologically based and are characterized by flexibility and adaptability |
| Deferred Imitation | imitation that occurs after a time delay of hours or days; Piaget: deferred imitation does not occur until about 18 months Meltzoff: research suggests it can occur as early as 9 months |
| Visible Imitaton | Hands and feet. parts baby can see |
| Invisible Imitation | Using body parts baby cannot see ….like the mouth |
| Deferred Imitation | Imitation after a delay (2 yo) |
| Elicited Imitation | Imitating based on an explanation only (9 mo -24 mo) |
| Bayley Scales of Infant Development (most commonly used) has three components: | mental scale, motor scale, and infant behavior profile; No better predictor of adult IQ than chance. Valid and reliable for determining if a child has cognitive delays and is in need of intervention |
| Gesell Test has four categories of behavior: | motor, language, adaptive, and personal–social |
| Fagan Test of Infant Intelligence | focuses on infant’s ability to process information |
Created by:
MarieG
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