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Psych B
Human Development
Chapter 4: The Emergence of Thoughts and Language Pages
I. Basic Principals of Cognitive Development
I.a. Children are naturally curious, constantly want to make sense of the world
I.i. Schemes- according to Piaget, a mental structure that organizes information and regulates behavior
I.1. Infancy- schemes based on action
I.2. (^) After infancy- based on functional or conceptual relationships not action
I.b. Assimilation and Accommodation
I.ii. Assimilation occurs when new experiences are readily incorporated into existing scheme
I.iii. Accommodation occurs when schemes are modified based on experiences
I.c. Equilibrium and Stages of Cognitive Development
I.iv. Assimilation and accommodation are usually in balance or equilibrium
I.3. Disequilibrium occurs when children discover that their current schemes are not adequate because they are spending too much time accommodating and much less time assimilating
I.v. (^) Revolutionary change in thought occur three times over the span of the life
I.4. Sensorimotor period- 0-2years
I.a. Three important fronts
I.i. Adapting to and exploring the environment
I.1. Reflexively respond to stimuli at birth
I.2. Reflexes slowly modify with experience
I.3. Goal directed behavior emerges
I.4. Experimenting
I.ii. Understanding Objects
I.5. Object permanence- objects exist independently of us, out of sight out of mind
I.a. At 18 months child get past this
I.iii. Using Symbols
I.6. Talk and gesture , using symbols
I.7. When they understand symbols they can anticipate the consequences of actions mentally instead of having to perform the action
I.5. Preoperational period 2-7 years
I.b. Symbolic kills emerge
I.iv. Egocentrism
I.8. Difficulty in seeing the world from another’s point of view
I.b. Do not understand that others differ in ideas and emotions
I.c. Animism- crediting inanimate objects with life and lifelike properties such as feelings
I.v. Centration
I.9. Narrowly focused type of thought characteristics of preoperational children
I.vi. Appearance as Reality
I.10. Objects appearance tells what it is really like
I.11.
I.6. Concrete operational period 7-11 years
I.7. Formal operational period 11 and up
I.vi. Guidelines for fostering Cognitive Development
I.8. Cognitive growth occurs as children construct their own understanding of the world
I.9. Children profit from experience only when they can interpret this experience with their current cognitive structures
I.10. Cognitive growth can be particularly rapid when children discover inconsistencies and errors in their own thinking
I.vii. Children’s Naïve Theories
I.iii. Learning
I.6. Always learning
I.a. Classical conditioning- a form of learning that involves pairing a neutral stimulus and a response originally produced by another stimulus
I.i. (^) Gives sense of order in environment
I.b. Operant conditioning- view of learning proposed by B.F. Skinner that emphasizes reward and punishment
I.c. Imitation- learn by watching others
I.iv. Memory
I.7. Babies remember days and weeks at a time
I.d. An event from the past can be remembered
I.e. Over time the event can no longer be recalled
I.f. A cue can serve to dredge up a memory
I.8. Autobiographical memory- refers to peoples memory of the signifant events and experiences of one own life
I.9. Preschoolers as eyewitnesses
I.g. Suggestible
I.h. Should interview asap
I.i. Encourage children to tell the truth
I.j. Ask them to describe event in their own words
I.v. Learning Number Skills
I.10. Babies can recognize number differences, adding and subtracting, and ratios
I.11. Counting
I.k. (^) One to one principle- there must be one and only one number name for each object counted
I.l. Stable order principle- number names must be counted in the same order
I.m. Cardinality principle- the last number name differs from the previous ones in a counting sequence by denoting the number of objects
Test Yourself
One way to improve preschool children’s attention is to make irrelevant stimuli less noticeable.
4 months old Tanya has forgotten that kicking moves a mobile. To remind her of the link between kicking and the mobile movement we could let her view a moving mobile.
Preschoolers may be particularly suggestible because they are less skilled at monitoring the source of their memory.
When a child who is counting a set of objects repeats the last number, usually with emphasis, this indicates the Childs understanding of the cardinality.
I. Mind and Culture: Vygotskys Theory
I.a. Intersubjectivity- mutual, shared understanding among participants in an activity
I.b. Guided participation- children’s involvement in structured activities with others who are more skilled, typically producing cognitive growth
I.c. Zone of Proximal Development- difference between what children can do with assistance and what they can do alone
I.d. Scaffolding- a style in which teachers gauge the amount of assistance they offer to match the learners needs
I.e. Private speech- comments that are not intended for others but are designed instead to help regulate the Childs own behavior , becomes inner speech as they grow
I. Language
I.a. (^) The road to speech
I.i. Crying is first form of communication
I.1. Perceiving speech
I.a. Hear very well and prefer to hear speech
I.b. Phonemes- unique sounds used to create words; the basic building blocks of language
I.c. Infant directed speech- speech that adults use with infants that is slow and has exaggerated changes in pitch and volume; it is thought to aid language acquisition
I.2. Steps to speech
I.t. Telegraph- speech used by young children that contains only the words necessary to convey a message
I.u. Grammatical morphemes- words or endings of words that make a sentence grammatical
