Transcript Tertiary Circular Reactions

Cognitive
Development in
Infancy and
Toddlerhood
Piaget’s Theory
Piaget’s Theory: Schemes
 Psychological
structures
 Organized ways of making sense of
experience
 Change with age
Action-based (motor patterns) at first
Later move to a mental (thinking) level
Building Schemes
 Adaptation
Building schemes
 Assimilation
Using current schemes to
interpret external world
 Accommodation
Adjusting old schemes and
creating new ones to better
fit environment
Using Assimilation
and Accommodation
 Equilibrium
and
Disequilibrium
Use assimilation during
equilibrium
Disequilibrium prompts
accommodation
 Organization
Internal rearranging and
linking schemes
Sensorimotor Stage
 Birth
to 2 years
 Building schemes
through sensory and
motor exploration
 Circular reactions
Sensorimotor Substages
Reflexive Schemes Birth –1
month
Primary Circular
Reactions
1–4
months
Newborn reflexes
Simple motor habits centered
around own body
Secondary Circular 4 – 8
Reactions
months
Repeat interesting effects in
soundings
Coordination of
8 – 12
Secondary Circular months
Reactions
Intentional, goal-directed
behavior; object permanence
Tertiary Circular
Reactions
12 – 18
months
Explore properties of objects
through novel actions
Mental
Representations
12 months
– 2 years
Internal depictions of objects or
events; deferred imitation
感知运动时期的各个阶段
 Substage
1(0-1m)
Reflexive Schemes

反射练习(Exercising
Reflexes)
 Substage
2 Primary
Circular Reactions
基本习惯动作阶段
(Developing
Schemes)(1-4ms)
 Substage
3(4-
10ms) Secondary
Circular Reactions

有目的的动作初步
形成(智慧动作开
始萌芽)
(Discovering
Procedures)
条件：
视觉和抓握开始协调
 Substage
4(9-11ms)
Coordination of Secondary
Circular Reactions
目的与手段已经分化
(Intentional Behavior)

 Substage
5(11-12
个月至1.5岁)
Tertiary Circular Reactions

用[尝试与错误]解决
问题(第三级循环阶段)
(Novelty and
Exploration)
 Substage
6 Mental
Representations

有目的的动作形成
(Intentional, or goaldirected behavior)

开始运用表象思维
Object Permanence211
 Understanding
that objects continue to
exist when out of sight
 According
to Piaget, develops in
Substage 4.
客体概念

客体永久性 (object permanent) 客体永久性作业
智慧成就

目的手段的分化
因果关系的形成
Mental Representations211
 Internal,
mental depictions
of objects, people, events,
information
Can manipulate with mind
Allow deferred imitation and
make-believe play
Follow-up research 1:
Violation of Expectations Method
Follow-up research 2:
Deferred Imitation214
 Piaget:
Develops about 18
months
 Newer research:
Present at 6 weeks – facial imitation
6 – 9 months – copy actions with
objects
12 – 14 months – imitate rationally
18 months – imitate intended,
but not completed, actions
Evaluation of
Sensorimotor Stage216
Some developments happen at time Piaget
described:
Object search, A-not-B, make-believe play
 Many appear to happen soon than Piaget
thought:
Object permanence, deferred imitation,
problem solving by analogy
 Some have suggested that infants are born
with core knowledge(217) in several domains
of thought

Store Model of Information
Processing System220
Improvements in Information
Processing During Infancy
Efficiency,
ability to shift focus
improve.
Attention
Less attraction to novelty, better
sustained attention after first year.
Retention intervals lengthen.
recognition
Memory
Recall appears by 1 year;
excellent in second year.
Impressive perceptual categorization
in first year.
Categorization
Conceptual categorization in second
year
Categorization1
Categorization2
Vygotsky’s Sociocultural Theory

Social contexts (other people)
contribute to cognitive
development

Zone of Proximal
Development – tasks child
cannot do alone but can learn
to do with help227
Individual differences in early mental
development229
 Infant
intelligence
tests
Intelligence quotient,
IQ
Developmental
quotients, DQs
Meaning of
Different IQ
Scores
Early environment and mental dev. :
High Quality HOME Environment231
 Parent
emotional and verbal
responsiveness
 Parental acceptance
 Safe physical environment
 Appropriate play materials
 Parental involvement
 Variety, daily stimulation
Early environment and mental dev. :
Elements of Developmentally Appropriate
Child Care232
Responsive, interactive, well-trained caregivers
 Clean, safe, uncrowded indoor spaces
 Appropriate toys, stored within reach
 Safe equipment
 Low teacher-child ratios
 Flexible daily schedule
 Warm atmosphere
 Parents welcome anytime
 Accredited

Early intervention for at-risk infants and
toddlers-----IQ Improvement from
Early Intervention Programs
Language development
Three Theories of
Language Development235
Learned through operant
Behaviorist conditioning (reinforcement)
and imitation
Inborn Language Acquisition
Device (LAD) biologically
Nativist
prepares infants to learn rules
of language.(broca’s area,
Wernicke’s area236)
Inner capacities and
Interactionist environment work together;
Social context is important.
Getting Ready to Talk
 First
speech sounds
Cooing
Babbling
 Becoming
a
communicator
Joint attention239
Give- and-take
Preverbal gestures
Starting to Talk
 First
Words
Underextension
Overextension
 Two-Word
Utterances
Telegraphic Speech

Comprehension versus
production
Individual Differences in
Language Development241
 Environment
Child Directed Speech(CDS)
 Gender
 Personality
 Language
Style
Referential
Expressive
 Language
Delay
Supporting
Early Language Learning242
Respond
Infants
to coos and babbles
Establish and respond to joint
attention
Play social games
Play
make-believe together
Have frequent conversations
Toddlers
Read to toddlers often. Talk about
the books