Owens Chpt. 5

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Owens Chpt. 5

• Cognitive development

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Chapter Outline

• General relationship of cognition language
• Explains early cognitive development
• Early perceptual growth language

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Various Models of Cognitive Development(4
different models)

• 1)     Strong cognitive model (cognitive
  determinism, work of Piaget)
• a. cognition as a prerequisite for language
• b.  cognition as basis for word meanings
• c. Piaget
•  
• 2)     Linguistic determinism
• a. language influences thought

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Various Models of Cognitive Development

• 3)     Vygotskian Theory
• a. initially cognition precedes language
• b. later language influences cognition
• c. importance of social learning
• d. Scaffolding
• e. ZPD

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Various Models of Cognitive Development

• 4)     Independent theory
• a. Chomskian
• b.  Language thought are separate abilities
• c. Limited influence of one on the other
•  
• (We will be emphasizing Piagetian Vygotskian
  Theories)

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Information processing in infancy

• The development of cognition is dependent upon
  processing stimuliinfo processing
• Info processing is depending upon
• Attention discrimination
• Organization
• Memory
• Transfer
• (Qualitative changes in how the infant processes
  information)

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Cognitive development

• P. 126 (paraphrase of 3rd full paragraph) The
  infants experiences interactions help to
  organize the framework of the brain. Organization
  reflects experience. Information changes the
  functioning of the babys mind. The baby
  actively contributes to cognitive growth by
  exploring, experimenting seeking info.

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Information processing in infancy

• Infants processing capacities need to change in
  order to store/remember more info
• One stimulus (e.g., a sound) elicits memory of
  event, person, etc
• chunking info for easier storage/retrieval

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• Sensation ability to register sensory
  information touch, auditory, taste, scent,
  vision
• Perception is using sensory information
  previous knowledge to make sense of incoming
  stimuli. The infant must gain awareness

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Perception language dev.

• Child must be exposed to speech auditory
  perception
• newborn,/young infant is capable of many types of
  auditory discrimination tasks.. This abilities
  mature with development
• With increased memory capacity, repeated exposure
  to certain stimuli the child demonstrates
  recognition
• By 10-12 months of age most demonstrate word
  recognition e.g., hearing the word dog triggers
  the concept
• Similarly, the infant also demonstrates visual
  discrimination as shown by their ability to
  recognize faces, objects

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What is cognition?

• mental activities involved in comprehension of
  perceived information including
• Acquisition of information
• Organization storage
• Memory
• Use of knowledge

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• Its important that organization develops to
  allow for efficient processing better
  organization leaves cognitive capacity for other
  information
• Look at the example on p. 130 about your mental
  map of dog
• Thus organization may be facilitated in many
  ways concepts are linked to each other

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• For example early in development, the child is
  exposed to language, allowing the child to
  construct auditory mental maps of what she or
  he hears
• Correlation between number of words heard and
  language development (Hart Risley, 1995)
• To understand words, the child must perceive a
  sequence of phonemes make associations with
  what the words represent. The incoming stimuli,
  e.g, the word, must be compared to stored
  information about that word

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Perception speech sounds

• Attend selectively to speech
• Preference for native language
• Discriminate speech sound sequences (think about
  the child hearing baba vs byebye
• Remember speech sound sequences
• Compare what they heard to the stored model
• Discriminate intonation patterns

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Overview of sensorimotor dev.

• Stage of action
• Begins distancing
• Begins decontextualization
• Foundation for further knowledge (ability to be
  symbolic

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Piagetian Concepts

• Schemes organized patterns of behavior that
  allows us to react to stimuli
• Assimilate
• Accommodate
• Equilibrium
• Thus, cognitive dev should not be viewed as an
  accumulation of info but rather quantitative
  changes in thought processes
• Infants tend to rely on the cognitive structures
  that emphasize actione.g, a ball is throw or
  rolled

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• Thus, continued practice of schemes results in
  changes in behaviors such as seeing a bottle
  eliciting the response of sucking.
• Also there is a coordination of behaviors such as
  visual tracking, localizing to sound

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Relationship of S.M. Dev to Language

• Language development can be described as a
  progression from signal to sign
• Signal bottle is signal for eating
• Index the child generalizes meaning by using
  part of an event (e.g., coat to leaving)
• Symbol one thing stands for another but
  theres similarity between the two
• True Sign use of words since words are arbitrary
  symbols
• (again, understand how these behaviors become
  more complex over time)

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Sensorimotor Milestones

• Imitation
• Self-imitation child repeats behaviors that they
  have initiated
• Imitates behaviors of others that the infant can
  already do
• Imitation of novel behaviors
• Deferred imitation
• (imitation may aid the development of speech
  correlation between imitation skills some
  symbolic skills vocal imitation and use of
  gestures are correlated around 9 months of age)

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Sensorimotor Milestones

• 2. Object Permanence (Object concept)
• Initially doesnt differentiate self from objects
• Visual tracking
• Object permanency demonstrated by physical
  searching (8-12 months)
• This searching will get quite involved as child
  gets older
• (object use may be more important for lang. dev.)

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Sensorimotor Milestones

• 3. Means-Ends
• Tool use or problem solving behavior
• 8-12 months shows some understanding of goal
  directed behavior
• This s.m. skill is strongly correlated with word
  use.

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Sensorimotor Milestones

• Play
• Attainment of symbolic play
• Functional object use (not symbolic)
• Object substitution (similar dissimilar)
• No object use
• of play schemes

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Role of the caregiver

• This will be addressed extensively in the next
  section
• Adults try to regulate the amount of stimulation
  the infant receives timing of that stimulation,
  etc (adult child tune into each other)
• Adults also scaffold