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Infancy Cognitive, Physical, Language Development

Infancy Cognitive, Physical, Language Development. Neonates. States of Arousal Reflexes Neonatal Assessment Learning and Habituation. States of Arousal Peter Wolff (1966). Waking activity Crying Alert inactivity Drowsiness Regular sleep Irregular sleep. Survival Reflexes. Breathing

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Infancy Cognitive, Physical, Language Development

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  1. InfancyCognitive, Physical, Language Development

  2. Neonates • States of Arousal • Reflexes • Neonatal Assessment • Learning and Habituation

  3. States of ArousalPeter Wolff (1966) • Waking activity • Crying • Alert inactivity • Drowsiness • Regular sleep • Irregular sleep

  4. Survival Reflexes • Breathing • Rooting • Sucking • Pupillary • Eye-blink

  5. Primitive Reflexes • Moro (startle) • Palmar • Plantar • Babinski • Stepping • Swimming • Tonic neck

  6. Swimming Startle (Moro)

  7. Tonic Neck

  8. Babinski

  9. Plantar

  10. Stepping Palmar

  11. Brazelton’s Neonatal Behavioral Assessment Scale (BNBAS) • An assessment measure that hospitals use the first few days of a baby’s life. • 28 measures are grouped into 7 clusters • Includes • Neurological examination • Assessment of social responsiveness • Assessment of behavioral capabilities

  12. Clusters of Brazelton’s Neonatal Behavioral Assessment Scale • Habituation • Orientation • Motor tone and activity • Range of State • Regulation of state • Autonomic stability • Reflexes

  13. Habituation and LearningHabituation Method • To study infant perceptual abilities, researchers habituate infants to certain stimuli and then change the stimuli. • Examples • Habituating neonates to turn their heads to the left to obtain milk whenever a bell was rung • Neonates learned to turn on a light by turning their heads to the left.

  14. Erich Fromm Man is the only animal that can be bored

  15. Physical and Motor Development • Erik Erikson • First Psychosocial Stage Trust vs. Mistrust

  16. First 4 Months doubled in weight eyes have begun to focus the 1st tooth is about to erupt most reflexes have disappeared From 5 to Eight Months increasing competence in fine and gross motor skills playing games crawling, bearwalking, scooting

  17. From 9 to 12 Months about three times heavier than they were at birth may be walking can manipulate the environment using a pincer grasp From 13 to 18 Months are walking on their own can stack blocks can feed themselves May be able to undress partially

  18. From 19 to 24 Months are called toddlers can pedal a tricycle can jump in place can climb stairs can scribble can dress and undress without assistance

  19. Sensory and Perceptual Development • Sensation The translation of a stimulus by a sense organ • Perception The complex process by which the mind interprets and gives meaning to sensory information

  20. Studying Infant Perceptual Capabilities • The novelty Paradigm Closely related to habituation method • The Preference Method Gives a choice of stimuli to look at or listen to • The Surprise Method Relies on the fact that infants react with surprise when their expectations are violated • Event-Related Potential Method Provides the equivalent of a complex electroencephalograph

  21. Vision and Visual Perception • Infants are born with a full intact set of visual structures. • Newborns’ eyes are sensitive to brightness • They have some control over eye movement • Newborns focus optimally on objects at a range of 7 to 10 inches • They look primarily at the edges and contours of objects • Are responsive to human face and are able to imitate facial expressions • By the first 4 to 6 months, infants can focus almost as well as adults, acuity sharpens, and they can discriminate between most colors

  22. Visual Cliff

  23. Depth and Distance Perception • Because the newborn eyes are not well coordinated and the infant has not yet learned to interpret all of the information transmitted by the eyes. • Early depth perception is probably not very sophisticated. • Even when coaxed by their mothers, infants 6 months or over will not crawl over the edge of the visual cliff.

  24. Auditory Perception • Neonates can hear. They are startled by loud sounds • Newborns are soothed by low-pitched sounds such as lullabies • Infants seem able to localize sounds, and prefer human voices

  25. Taste, Touch, and Smell • They are fully operating at birth, and the sense of touch is well developed.

  26. Sensory Integration and Intermodal Perception • Research generally indicates that either the senses are integrated at birth or integration occurs early and rapidly. • Behavior and emotion become integrated over time as a result of the interaction of experience and maturation

  27. Cognitive Development • The Active Mind Infants take an active role in their cognitive development. This was the basic position of Jean Piaget. Infants possess mental structures called schemes that process and organize information. This occurs in a series of stages.

  28. Jean Piaget

  29. Jean Piaget 1- Knowledge = motor behavior 2- Universal stages in a fixed order 3- Qualitative and quantitative acquisition of knowledge 4- Mental Structures or schemes 5- Two Principles: Assimilation Accommodation

  30. 1- Acquisition of Knowledge • Action = Knowledge • Infants attain understanding of the world by doing. • Knowledge is a product of direct motor behavior • Children don’t learn: • Through sensation and perception • From facts communicated by others

  31. 2- Piaget’s Stages ofCognitive Development • Sensorimotor Stage (birth – 2) • Preoperational Stage (2 – 7) • Concrete Stage (7 – 11) • Formal Operations Stage (12 – adulthood)

  32. Piaget’s Cognitive Stages

  33. Sensorimotor StageSubstages 1- Simple Reflexes (first month) Reflexes determine the infant’s interaction with world 2- First Habits & Primary Circular Reactions (1 – 4 months) Coordination of actions Repeating enjoyable actions on the infant’s own body

  34. Sensorimotor StageSubstages 3- Secondary Circular Reactions (4 – 8) Repeated actions meant to bring about desirable consequence on the outside world

  35. Sensorimotor StageSubstages 4- Coordination of Secondary Circular Reactions (8 – 12) Goal Directed Behavior Several schemes are combined and coordinated to generate a single act to solve a problem Object Permanence The realization that people and objects exist even when they cannot be seen

  36. Object Permenence

  37. Sensorimotor StageSubstages 5- Tertiary Circular Reactions (12 – 18) The deliberate variation of actions to bring desirable consequences 6- Beginning of Thought (18 – 24) Symbolic Representation The use of a word, picture, gesture or other sign to represent past & present events, experiences, and concepts. • Understanding Causality • Deferred Imitation

  38. 3- Quality and Quantity • Until the 1930s, children were considered like miniature adults as far as intelligence was concerned. • They were supposed to differ from adults in the quantity of knowledge they had managed to acquire. • According to Piaget, children acquire knowledge in a qualitative and quantitative manner.

  39. Constructivism • All we know is based on our mental construction or ideas. • We don’t passively discover knowledge ready-made. • We actively construct knowledge. How?

  40. 4- Schemes/Mental Structures • Infants have mental structures or schemes: (organized patterns of sensorimotor functioning) Sensorimotor Functioning Physical activity that changes with mental development

  41. 5- Principles for Children’s Schemes • 1- Assimilation • 2- Accommodation

  42. 5- Principles for Children’s Schemes 1- Assimilationis when people understand an experience in terms of their current stage of cognitive development or way of thinking. Example: A flying squirrel = a bird The child is assimilating his existing scheme of a bird.

  43. 5- Principles for Children’s Schemes 2- Accommodationis change in existing ways of thinking that occur in response to encounters with new stimuli or events. Example: A flying squirrel = a bird with a tail The child is accommodating to new knowledge, modifying her scheme of“bird”

  44. Criticism on Piaget’s Theory • Piaget constructed his view by mainly observing his three children (not a representative population) • A stable and differentiated perceptual world is established much earlier in infancy than Piaget envisioned • Memory and other forms of symbolic activity occur by at least the second half of the first year.

  45. Memory in Infancy Infants as young as 3 months old show memory skills. • The Large Black Boxes Study Infants predicted a four-step sequence and most could remember it up to 2 weeks later. • Carolyn Rovee-Collier Infants can remember intricate material. • Nancy Myers An infant’s experience at 6 months can be remembered 2 years later.

  46. Infants’ Memory • Infantile Amnesia The lack of memory for experiences that occurred prior to three years of age Although memories are stored from early infancy, they cannot be easily retrieved. Early memories are susceptible to interference from later events. Memories are sensitive to environmental context.

  47. Infants’ Intelligence 1- Development Quotient Arnold Gesell 2- Bayley Scales of Infant Development Nancy Bayley Are useful in identifying infants who are significantly behind their peers Are not good for predicting future behavior

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