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Infancy

Infancy. Chapter 5. Reflexes. Newborn Reflexes Survival breathing, sucking, swallowing Primitive Babinski, swimming, grasping. Infant States. Infant States. Most time asleep 16-18 hours a day Average 2-year-old = 12-13 hours Changes  br ain maturation and social environment.

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Infancy

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  1. Infancy Chapter 5

  2. Reflexes • Newborn Reflexes • Survival • breathing, sucking, swallowing • Primitive • Babinski, swimming, grasping

  3. Infant States

  4. Infant States • Most time asleep • 16-18 hours a day • Average 2-year-old = 12-13 hours • Changes  brain maturation and social environment

  5. Do infants see/hear/smell/feel the same things we do???

  6. Sensation • Perception

  7. Assessing Infant Perception • Preferential Looking Technique

  8. Assessing Infant Perception • Preferential Looking Technique (con’t) • Patterns to solids • Infant visual acuity • Faces to other patterns • Tells us preference • No preference doesn’t prove infants can’t discriminate…

  9. Assessing Infant Perception • Habituation • Familiarity  lack of response • Dishabituation • Three methods • Looking • High amplitude sucking • Heart rate • Several presentations of a stimulus for habitutation to occur

  10. Assessing Infant Perception • Evoked Potentials • Brain waves • Different brain wave patterns

  11. Learning in Infancy • Classical Conditioning • Unconditioned stimulus (UCS) elicits an unconditioned response (UCR) • Neutral conditioned stimulus (CS) paired with (UCS) • Eventually CS elicits a conditioned response (CR) • Possible for newborns, but must have survival value

  12. Learning in Infancy • Operant Conditioning • Learner emits a response • Consequences • Repeat favorable, limit unfavorable • Newborns learn very slowly, rate increases with age • At 2 months, context-dependent

  13. Figure 5.15 When ribbons are attached to their ankles, 2- to 3-month-old infants soon learn to make a mobile move by kicking their legs. But do they remember how to make the mobile move when tested days or weeks after the original learning? These are the questions that Rovee-Collier has explored in her fascinating research on infant memory.

  14. Learning in Infancy • Observational Learning – • Newborn imitation • Imitation of novel responses • Immediate imitation, then deferred imitation

  15. Sensory/Perceptual Capabilities • Touch, Temperature, and Pain • Particularly sensitive on hands, feet, and mouth • Temperature • Pain – even at 1 day • Dishabituate sucking to novel objects at 3 months • Prefer to manipulate novel objects at 5 months

  16. Sensory/Perceptual Capabilities • Taste • Sweet, salty, sour, bitter • Prefer sweet • How do we know??? • Present before birth?

  17. Sensory/Perceptual Capabilities • Smell • Unpleasant smells • Breastfed babies recognize mothers • 6 days • 2 day old cannot • Bottle-fed infants later

  18. Sensory/Perceptual Capabilities • Hearing • Discriminate sounds • Loudness • Duration • Direction • Frequency • Prefer mother’s voice • Phonemes • Hearing loss

  19. Sensory/Perceptual Capabilities • Vision • Least mature • Muscles weak • Cells in retina not mature or dense • Optic nerve and “relay” pathways immature • Visual acuity poor • Neonate 20/600 • 6 months 20/100 • Adultlike at one year

  20. Sensory/Perceptual Capabilities • Vision (con’t) • Spatial frequency gradings

  21. Sensory/Perceptual Capabilities • Vision (con’t) • Color perception • Certain hues • By 2-3 months, all basic colors • By 4 months, group different shades into same category • Biological timetable

  22. Visual Perception • Identifying boundaries – Spelke • 3 to 5 month olds shown two objects • touched vs. separated • stationary vs. moving (either independently or together)

  23. Visual Perception • Results • objects touched, stood still, or moved in the same direction  reached for them as a whole • objects separated or moved in opposite directions  behaved as distinct • repeated with objects of different shapes, colors • motion and spatial arrangement  identification of objects; not shape, texture, and color

  24. Figure 5.7 Perceiving objects as wholes. An infant is habituated to a rod partially hidden by the block in front of it. The rod is either stationary (A) or moving (B). When tested afterward, does the infant treat the whole rod (C) as “familiar”? We certainly would, for we could readily interpret cues that tell us that there is one long rod behind the block and would therefore regard the whole rod as familiar. But if the infant shows more interest in the whole rod (C) than in the two rod segments (D), he or she has apparently not been able to use available cues to perceive a whole rod. ADAPTED FROM KELLMAN & SPELKE, 1983.

  25. Depth Perception

  26. Visual Perception • Depth Perception (con’t) • Radar: young infants in walkers • Readily crossed deep side of cliff • Held & Hein • Self-propelled movement

  27. Visual Perception • Face Perception • Newborns  faces over patterns (Fantz) • Maurer & Barrera • habituated 1 and 2 month olds to scrambled face • test: infant saw 3 patterns, one at a time: • the habituation pattern • a different (symmetrical) scrambled face • a naturally arranged face

  28. Visual Perception • Face perception (con’t) • 1 month: equal looking at all 3 test patterns • 2 months: dishabituate to new patterns – look most at natural face

  29. Visual Perception • Particular faces by 3 months • Attractive over unattractive • Langlois and colleagues • Found in 3-, 6-, and 12-month-old infants, as well as in older children and adults

  30. Intermodal Perception • Integration at Birth? • Yes: reaching for objects that are seen • Yes: looking in the direction of sounds • Yes: expecting to see source of sound, or to feel objects that were reached for

  31. Intermodal Perception • Integrating sensory information from 2 or more modalities • (differs from text…) • Spelke (1979): 4-month-olds film

  32. Cross-Modal Perception/Transference • Ability to recognize an object through one sense that was familiar only through another • Some research connects cross-modal transference and habituation speed with later intelligence and language skills

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