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Copyright © 2005 Pearson Education Canada Inc.6-3 Basic Principles of Piaget’s Theory Schemas: organize experience Assimilation: incorporate new experiences into existing schemas Accommodation: change schemas based on experience Equilibration: reorganize schemas to return to state of equilibrium
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Copyright © 2005 Pearson Education Canada Inc. 6-1
Chapter 6: Cognition in Infants and Toddlers6.1 Piaget’s Theory6.2 Information Processing6.3 Language
Copyright © 2005 Pearson Education Canada Inc. 6-2
6.1 Piaget’s TheoryBasic Principles of Piaget’s TheoryPiaget’s Sensorimotor StageEvaluating Piaget’s Account of Sensorimotor ThoughtThe Child as Theorist
Copyright © 2005 Pearson Education Canada Inc. 6-3
Basic Principles of Piaget’s Theory
Schemas: organize experienceAssimilation: incorporate new experiences into existing schemasAccommodation: change schemas based on experienceEquilibration: reorganize schemas to return to state of equilibrium
Copyright © 2005 Pearson Education Canada Inc. 6-4
Piaget’s Sensorimotor Stage
From birth to 2 yearsBegins with reflex action and ends with use of symbolsPrimary, Secondary, and Tertiary Circular Reactions are repetitive acts that help the infant learn about the world
Copyright © 2005 Pearson Education Canada Inc. 6-5
Evaluating Piaget’s Account of Sensorimotor ThoughtOther researchers have found alternative explanations for performance on Piagetian tasksObject permanence may occur at a younger age than Piaget thought
Copyright © 2005 Pearson Education Canada Inc. 6-6
“Impossible” Event
Copyright © 2005 Pearson Education Canada Inc. 6-7
The Child as TheoristYoung children develop theories that organize knowledge about properties of objects and living thingsBy 6 months, know that 1st object striking 2nd object will cause 2nd to move Toddlers understand different properties of animate and inanimate objects
Copyright © 2005 Pearson Education Canada Inc. 6-8
Colliding Cylinders
Familiarization:Medium cylinder collides with bug
Test with Large Cylinder:Large cylinder collides with bug
Test with Small Cylinder:Small cylinder collides with bug
Copyright © 2005 Pearson Education Canada Inc. 6-9
Results of Colliding Cylinder Experiment
Copyright © 2005 Pearson Education Canada Inc. 6-10
6.2 Information Processing
Basic Features of the Information-Processing ApproachLearningMemoryUnderstanding the WorldIndividual Differences in Ability
Copyright © 2005 Pearson Education Canada Inc. 6-11
Basic Features of the Information-Processing….
People and computers are both symbol processors Hardware: sensory, working, and long-term memorySoftware is task specific
Copyright © 2005 Pearson Education Canada Inc. 6-12
Components of Mental Hardware
Copyright © 2005 Pearson Education Canada Inc. 6-13
LearningHabituation: diminished responding to a stimulus as it becomes familiar Classical conditioning: neutral stimulus elicits a response that was originally produced by another stimulusOperant conditioning: focus on consequences and reoccurrence of behavior
Copyright © 2005 Pearson Education Canada Inc. 6-14
Memory
Babies remember, forget, and can be prompted to recall forgotten material Infantile amnesia: inability to remember events from early in life (can be explained by development of language and sense of self)
Copyright © 2005 Pearson Education Canada Inc. 6-15
Understanding the World
Infants distinguish quantities because small quantities may be perceptually obvious Infants have an egocentric frame of reference but will develop and objective frame of reference later
Copyright © 2005 Pearson Education Canada Inc. 6-16
Test of Quantity
Copyright © 2005 Pearson Education Canada Inc. 6-17
Individual Differences in Ability
Individual differences are measured in mental tests for infants and toddlersScores from infant intelligence tests are not related to later IQ scores Habituation in infants is a better predictor of later IQ
Copyright © 2005 Pearson Education Canada Inc. 6-18
6.3 LanguagePerceiving SpeechFirst Steps to SpeakingFirst WordsFast Mapping Meanings to WordsStyles of Learning Language
Copyright © 2005 Pearson Education Canada Inc. 6-19
Perceiving SpeechPhonemes are sounds that are the building blocks of language.Young babies can hear phonemes, even those not in their language.Infant directed speech (formerly known as “motherese”) may help children learn language.
Copyright © 2005 Pearson Education Canada Inc. 6-20
Infant Listening to Phonemes
Copyright © 2005 Pearson Education Canada Inc. 6-21
First Steps to Speaking
2 months--cooing5 or 6 months--babbling7 or 8 months--babbling includes intonationDeaf children “babble” in sign language
Copyright © 2005 Pearson Education Canada Inc. 6-22
First Words
Infants understand that words are symbolsFirst words include people, animals, food, and toysGestures are symbols that children start to use around the time they begin to talk
Copyright © 2005 Pearson Education Canada Inc. 6-23
Fast Mapping Meaning to Words
Children learn words too rapidly to be starting from scratch on each oneJoint attention, simple rules, and sentence cues help children learn word meaningsUnderextensions and overextensions are 2 common errors
Copyright © 2005 Pearson Education Canada Inc. 6-24
Boz Blocks
Copyright © 2005 Pearson Education Canada Inc. 6-25
Styles of Learning Language
Referential style: vocabularies consist mainly of words that name objects, persons, or actionsExpressive style: vocabularies include many social phrases that are used as a single word (e.g., “go-away,” “I-want-it”)