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Recall from Chapter Two
•
Assimilation
– Process of fusing incoming information to existing schemes to make sense of experiences
• Accommodation
– Changing a scheme to incorporate new information
•
Sensorimotor Intelligence
– Refinement of innate schemes by experiences of the senses and motor actions
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• Primary circular reaction : simple repetitive actions organized around the infant’s own body
•
Secondary circular reaction : baby repeatedly exhibits behavior to produce a desired outcome
•
Means-end behavior : purposeful behavior to achieve a goal
•
Tertiary circular reaction : experiment with different behaviors to ascertain the outcomes
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SENSORIMOTOR SUBSTAGE
1. Basic Reflexes
2. Primary Circular Reactions
3. Secondary Circular
Reactions
4. Coordination of Secondary
Schemes
5. Tertiary Circular Reactions
6. Transition to Symbolic
Thought
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AGE
Birth to 1 month
1 to 4 months
4 to 8 months
8 to 12 months
12 to 18 months
18 to 24 months

Object Permanence
•
The realization that objects still exist when hidden from sight
– 2 months – rudimentary expectations shown by surprise when an object disappears
– 6 – 8 months – looking for a missing object for a brief period of time
– 8 – 12 months – reaching for or search for a toy that is completely hidden
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Imitation
• 2 months – can imitate actions they could see themselves make
•
8 – 12 months – can imitate other people’s facial expressions
•
1 year – imitation of any action that wasn’t in the child’s repertoire begins
• 18 months – deferred imitation (a child’s imitation of some action at a later time) begins
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– Piaget underestimated cognitive capacity of infants
– He may have wrongly equated infant’s lack of physical ability with lack of cognitive understanding
–
Object permanence studies incorporating computer technology suggest it occurs much earlier than Piaget predicted
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Modern Studies of Object Permanence
•
Baillargeon
– Babies as young as 4 months show clear signs of object permanence
•
Recent theories
– Developing object permanence more a process of elaboration than of discovery
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Figure 5.1 Facial Gesture Imitation in Newborns
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• Babies have inborn assumptions about objects and their movement
•
Violation of expectations method
– Researchers move an object the opposite way from that which the infant comes to expect
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Figure 5.2 Spelke’s Classic Study of Object Perception
Figure 5.2
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Figure 5.3 Baillergeon’s Study of Object
Stability Perception
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Figure 5.4 Toddler’s Understanding of Object
Movement
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Learning, Categorizing, and Remembering
• Learning
– Permanent changes in behavior that result from experience
•
Classical conditioning
– Learning of emotional responses as early as the first week of life
– Stimulus-response connection
•
Operant conditioning
– Both sucking responses and head-turning have been increased using reinforcement
• Learning from models too
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Learning, Categorizing, and Remembering
Schematic Learning
• The organization of experiences into expectancies or “known” combinations
(schemas)
•
Categories
– By 7 months infants actively use categories to process information.
– Cannot process levels of categories
• Babies respond differently to animals versus furniture but not to dogs versus birds
– Hierarchical or superordinate categories appear by age 2
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Learning, Categorizing, and Remembering
Memory
•
Carolyn Rovee-Collier’s research
•
Babies as young as 3 months can remember specific objects and their own actions for as long as a week
•
Young infants more cognitively sophisticated than previously assumed
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Figure 5.5 Rovee-Collier’s Study of Infant
Memory
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The Behaviorist View: B. F. Skinner
•
Begins with babbling, which parents reinforce
• Respond to grammatical use of words with reinforcement
• Withhold reinforcement for nongrammatical words
•
Correct grammar reinforced, becomes more frequent
•
BUT apparently NOT what happens—parents respond to all vocalizations
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The Nativist View Noam Chomsky
•
Children make rule-governed grammatical errors
• LAD – Language Acquisition Device
– An innate language processor which contains the basic grammatical structure of all human language
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The Interactionist View
• Infants prepared to pay attention to language
•
Extract general principles of language
• Language development part of broader process of cognitive development
• Language is used to express only those meanings the child has already formulated
•
New words learned when they help communicate thoughts and ideas
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Influences on Language Development
•
Infant Directed Speech
– Speech in a higher pitch
– Adults repeat often, introduce minor variations, use slightly more elongated sentences
– Babies prefer Infant Directed Speech to adult speech
– A baby more easily imitates a correct grammatical form “recast” from his own sentences by an adult
– Children whose parents talk to them a lot develop richer vocabularies and more complex sentences
© 2009 Allyn & Bacon Publishers

•
Which language theory appears to be right to you? Why?
•
What are three effective strategies parents may use to help stimulate language development in their children?
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• Birth – 1 month
– Crying predominant sound
•
1 – 2 months
– Laughing and cooing sounds (aaaaa)
•
6 – 7 months
– Babbling; repetitive vowel–consonant combinations
•
9-10 months
– Hand gesture-vocalization combinations
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Receptive language
•
The ability to understand words
• 8 months — begin to store words in memory
•
9 – 10 months — can understand 20 – 30 words
•
13 months — 100 words
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•
The ability to produce words
•
12-13 months — babies begin to say first words
•
Words learned slowly in context with specific situations and cues
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• Holophrases
– Combining a single word with gestures to make a complete thought
– Used between 12 and 18 months
• Naming Explosion
– Used between 16 and 24 months
– 16 months old – 50 words in vocabulary
– 24 months old – 320 words
– Vocabulary grows in spurts
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Figure 5.6 Vocabulary Growth in the Second Year
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•
Child has a threshold vocabulary of 100-
200 words
•
Sentences short, generally 2 or 3 words, and simple
– Sometimes called “telegraphic speech.”
•
Create sentences following rules
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Individual Differences in Language
Development
• Differences in rate of language development
– A wide range of normal variations exists in sentence structures
– Most children catch up
– Those who don’t catch up have poor receptive language
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Individual Differences in Language
Development
Differences in Style
•
Expressive style
– Early vocabulary linked to social relationships rather than objects
•
Referential style
– Early vocabulary made up of names of things or people
– Often advanced in understanding adult language
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Figure 5.7 Variations in the Rate of Language
Acquisition
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• Cooing, babbling, holophrases, and telegraphic speech typically found in all languages
•
Use of specific word order in early sentences is not the same
•
Particular inflections are learned in highly varying and specific order
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•
Bailey Scales of Infant Development
– Measure sensory and motor skills
– Help identify children with serious developmental delays
– Not as useful predicting later intelligence
•
Measures of habituation MIGHT relate to later measures of intelligence
© 2009 Allyn & Bacon Publishers