chapter 5 gp 4, 5 and 6

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Chapter 5 GP 4, 5 and 6

NWRC Psych 30

Nancie Martin

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Gp 4. How did Piaget explainearly cognitive development?

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GP4• In this chapter we are concerned

with the sensiormotor stage of development (Piaget)

• In this stage infants learn aboutthe world though their senses.The stage is further brokendown into 6 sub-stages Refer tothe chart on page 147 as we gothrough these stages

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Substages of the Sensory-Motor Stage

• Reflexes (0-1month): Duringthis substage,

the childunderstands theenvironmentpurely through

inborn reflexessuch as suckingand looking.

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• Primary CircularReactions (1-4months): Thissubstage involves

coordinatingsensation and newschemas. Forexample, a childmay suck his or her

thumb by accidentand then laterintentionally repeatthe action. Theseactions are repeated

because the infantfinds them

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• Secondary CircularReactions (4-8months): During thissubstage, the child

becomes morefocused on theworld and begins tointentionally repeatan action in order to

trigger a response inthe environment.For example, a childwill purposefullypick up a toy to put

it in his or hermouth

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• Coordination of Reactions (8-12 months): During thissubstage, the child starts toshow clearly intentionalactions. The child may alsocombine schemes in orderto achieve a desired effect.Children begin exploring theenvironment around themand will often imitate theobserved behavior of others. The understandingof objects also beginsduring this time andchildren begin to recognizecertain objects as havingspecific qualities. Forexample, a child mightrealize that a rattle willmake a sound when shaken.

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• Tertiary Circular Reactions (12-18months): Children begin a period of trial-and-error experimentationduring the fifth substage. Forexample, a child may try outdifferent sounds or actions as a

way of getting attention from acaregiver. They vary their actionsto see what actually gets resultsand what doesn’t! They are activeexplorers of their worlds.

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• Early Representational Thought (18-24months): Childrenbegin to developsymbols torepresent events orobjects in the worldin the finalsensorimotorsubstage. During

this time, childrenbegin to movetowardsunderstanding theworld throughmental operations

rather than purelythrough actions.

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3. How did Piaget describe infants’and toddlers’ cognitive

development, and how have hisclaims stood up under later

scrutiny?• We will look at some

terminology important tounderstanding Piaget’stheory of development

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Schemes• Assimilation: In Piaget's

theory, the process bywhich experiences areincorporated into the mind,of schemas.in assimilation the childtakes in info about newobjects by trying outexisting schemas andfinding schemas that thenew object will fit

• the information from pastexperience, formulated inthe child’s schema,determines what and howchildren will think aboutnew experience.baby + new toy: sucks onit, waves it, throws it-discovers new toy is, likehis old familiar rattle:suckable, waveable,throwable

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Schemes• Accommodation: in Piaget's theory the change

that occurs in an existing scheme, or set of schemas, as the result of the assimilation of theexperience of a new event or object.

•

in accommodation the person tries out familiarschemas on a new experience, finds that theschemas cannot adequately “fit” theexperience, and changes the schema(s) so thatit will fit

baby + cup: he examines it with his existingschema - sucks on it, waves it, throws it, but hediscovers - he can only put the edge in hismouth, he must hold onto the handle to wave itand throwing it doesn’t work because mom

takes it out of the play pen if he throws it!

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Representational Ability• The ability to

mentallyrepresent objects

and experiencesthrough the useof symbols inother words

pretending

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Deferred Imitation• Towards the end of

the• sensori-motor

stage, the infantshows evidenceof deferredimitation , which

is the ability toimitate behaviourseen before.

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Object Permanence• For new infants a thing

out of sight is alsoout of mind, there isa developmentalmilestone, calledobject permanence,that children reachwhen he or sherealizes that theobject exists evenwhen it can't beseen. Jean Piaget.Piaget believedmost childrenreached the objectpermanence stage

when they wereabout eight or nine

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Invisible Imitation• Imitation with the

body using partsthat the baby

cannot see forthemselves…example is themouth or the

eyes

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Visible Imitation• Baby imitates

using parts of thebody s/he CAN

see example:hands feet

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infant’s ability to processinformation, and when do

infants begin to understand thecharacteristics of the physical

world.• Habituation: The foundational idea fordiscrimination studies is that onceinfants have been become sothoroughly familiar with a stimulus

that they no longer pay attention toit, their attention will recover if astimulus that they recognize asdifferent is presented. This isexploited in the particular form of this type of study called the Switch

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habituation• In this procedure, during the

initial, Habituation phase,the infant sits on theparent’s lap facing a monitor

on which he/she sees avisual image of some sortwhile listening to a soundstimuli. The experimenterrecords on an external

computer how long theinfant looks at the monitorwhile listening to the stimuli.When the looking time dropsto a pre-established criteria

(a set percentage of initiallooking times), Test trials

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• When thestimulus isnovel infants

respond to it –when thenovelty wearsoff – the infant

is said to be“habituated”and responses(such as heart

rate, sucking,

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• VisualPreferenceInfants tend to

spend moretime looking atnovel stimuli(also novelty

preference) –they seem tobe able todistinguish new

things from old

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• Babies less than2 days oldshow

preference forcurved linesover straightlines and

complexpatterns oversimplepatterns. They

prefer 3D to 2D

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Cross –Modal transfer-• Piaget felt the

senses were notconnected atbirth however itis found thateven very youngbabies tend tolink the sensesfor examplewhen they heara sound they willturn their heads

to look for the

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Infants and TV

• A study from the AmericanAcademy of Pediatricsshows that watchingvideos as a toddler maylead to ADHD, also

called ADD in later life. TV watching rewires aninfant’s brain,. Thedamage shows up atage 7 when childrenhave difficulty paying

attention in school.

• Quick scene shifts of videoimages become"normal," to a baby"when in fact, it’sdecidedly not normal ornatural." Exposing ababy’s developing brainto videos may overstimulate it, causingpermanent changes indeveloping neuralpathways.

"Also in question iswhether the noise of television in the homemay interfere with thedevelopment of ‘innerspeech’ by which a childlearns to think throughproblems and plans andrestrain im ulsive

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Object permanence

b je ct p e rm a n e n ce

is th e a w a re n e ss th a t a n o b je ct co n tin u e s to exist e ve n

.w h e n it is n o t in v ie w

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• In young infants, when a toy is coveredby a piece of paper, the infant

immediately stops and appears tolose interest in the toy. This child hasnot yet mastered the concept of object permanence. In older infants,

when a toy is covered the child willactively search for the object,realizing that the object continues toexist.

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Number and Numeracy• Number –

Research raisesthe possibility

that numericalconcepts areinnate. Keep inmind that

names of numbers andnumeracy are 2different

things.

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Causality• -The principle

that one eventcauses another.According to

Piaget thisunderstandingdevelopedslowly asinfants took up

to a year torealize thatthey could actupon theirenvironment

and affectchanges. More

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GP 6 What can brain researchreveal about the development

of cognitive skills• Explicit Memory • Explicit memories consist of memories from

events that have occurred in the externalworld. Information stored in explicitmemory is about a specific event thathappened at a specific time andplace . In forming and storing explicitmemories, associations are done withprevious related stimuli or experiences.Therefore, explicit memories can beremembered and recalled, and relyon previous experiences andknowledge. It is known that explicit

memories involve the temporal lobe.exam les – facts names dates …

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Implicit Memory

• Implicit memories cannot be looked upor remembered to be used for actionsand reasoning. They consist of memories necessary to performevents and tasks, or to produce aspecific type of response. Implicitmemory is best demonstrated whenperformance is improved on a task.

This type of memory is shown throughactivation of the sensory and motorsystems needed to perform a certaintask. There are two basic types of implicit memory; repetition priming and skill learning . (example – riding

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Working Memory• Setting up routines on a daily basis is

good practice for memorydevelopment.

• Context is very important for baby’smemory skill. They will recall theirsurroundings, a song or a particular

game in their short term memory if nothing about it changes or is takenout of context.

Working memory in

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Working memory inchildren

• Working memory--also known as WM--is abetter predictor of school achievement thanIQ. Can you add together 23 and 69 in yourhead? When you ask for directions to the postoffice, can get there without writing theinstructions down?Such tasks engage workingmemory, the memory we use to keepinformation immediately “in mind” so we cancomplete a task.

• It’s like a mental workspace or notepad—the“place” where we manipulate information,perform mental calculations, or form newthoughts.

• Just as different computers have differentamounts of RAM, WM capacity varies fromperson to person. You can see this if you tryivin the same verbal instructions to

:// . . /h ttp w w w p aren tin g scien ce co m w or- .kin g m e m o ry h tm l

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Working memory inchildren

• This leads to trouble in the classroom.• Kids with low WM capacity may look like

they aren’t paying attention.• They often commit “place-keeping”errors, repeating or skipping words,

letters, numbers, or whole steps of anassigned task.

• They may frequently abandon tasksaltogether, not because they are lazyor uncooperative, but because theyhave lost track of what they aredoing.

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What Parents/Caregiverscan do

• Break down tasks and instructions intosmaller components.

• Kids should be encouraged to askquestions when they have lost their way.And kids may benefit from being askedto repeat key information back.

•

Read and ask questions immediately afterthe story.• Read stories that have a predictable flow

or rhyme scheme

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