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Early Infancy: Cognition Piaget

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Early Infancy: Cognition Piaget Jean Piaget (1896-1980) Swiss Psychologist Trained in Biology Influenced by James Mark Baldwin, who visited E. Claparede while Piaget ... – PowerPoint PPT presentation

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Title: Early Infancy: Cognition Piaget


1
Early Infancy CognitionPiaget
  • Jean Piaget (1896-1980)
  • Swiss Psychologist
  • Trained in Biology
  • Influenced by James Mark Baldwin, who visited E.
    Claparede while Piaget worked with him in France

2
Piaget, contd
  • What is development?
  • A self-regulating interaction between the child
    and the physical and social environment
  • What develops?
  • Mental structures and schemes,which amount to new
    forms of knowledge
  • How does change occur?
  • Adaptation assimilation and accomodation
  • Disequilibrium and equilibration
  • Internal organization

3
Piaget, contd
  • The Stages of Knowing in Infancy
  • 1. Reflexive Schemes exercised and refined (B)
    (e.g., grasping, sucking, eye movements)
  • 2. Primary Circular Reactions (1.5 mos) Schemes
    centered about the body become coordinated and
    repeated for sensory pleasure (e.g., kicking
    feet, blowing bubbles)
  • 3. Secondary Circular Reactions (4 mos) Schemes
    that have an effect on the world out there
    repeated for joy of exploration (e.g., dropping
    toy off highchair, shaking rattle)

4
Piaget, contd
  • The Stages of Knowing in Infancy contd
  • 4. Coordination of Secondary Circular Reactions
    (8 mos) Now multiple schemes are coordinated and
    directed at objects in a goal directed way (e.g.,
    push aside cloth to retrieve toy)
  • 5. Tertiary Circular Reactions (12 mos) Active,
    purposeful exploration of the properties of
    objects and events, discovery of new means to old
    ends (e.g., pulling rug that toy is on in order
    to obtain it)
  • 6. Mental Representation (18 mos) Ability to
    represent objects in their absence and invent new
    means of acting on objects through mental
    activity (e.g., deferred imitation, symbolic
    play, producing first drawing or first word)

5
Piaget, contd
  • Object Permanence
  • Capacity to represent object or event in absence
    of sensorimotor contact with it
  • First evidence comes around 8 mos when infant
    will pull away a cloth covering an object hidden
    within view
  • Infant still commits AnotB error - looks for
    object in previous place (A), even when she sees
    it hidden in a new place (B) -until 18 mos

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11
Recent Research on Infant Cognition
  • Object Permanence What do infants know about the
    world of objects?
  • Spelke
  • Continuous movement implies single object moving
    across the field, discontinuous implies two
    objects
  • 3-month-olds dishabituate to single rod when
    habituated to discontinuous movement, and to two
    rods when habituated to continuous movement
  • Conclude infant considers continuous movement to
    signal 1 object moving through space

12
Recent Research on Infant Cognition
  • Object Permanence, contd
  • Baillargeon
  • Infants view possible or impossible events
  • 3 mo olds habituated to a rotating screen, then
    box placed behind screen and infant tested with
    possible (screen stops when it hits the box) or
    impossible (screen continues to rotate as if
    going through the box)
  • Another version with tall, short carrots that
    appear or not in a gap in the screen
  • Finds 3 mo olds dishabituate to the impossible
    event indicating they have knowledge of
    permanence of properties of an object
  • Conclude infant may have knowledge before they
    can act on that knowledge

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15
Recent Research on Infant Cognition
  • Imitation
  • Meltzoff
  • At issue is whether the imitation of a behavior
    requires representation, if so is Piaget
    underestimating the abilities of the infant?
  • Imitation of basic body movements (tongue
    protrusion) at Birth (Meltzoff Moore, 84) and
    after a 24 hr delay at 6 wks (Meltzoff Moore,
    94)
  • Imitation of actions on novel toys after 24 hr
    delay at 9 mos (Meltzoff, 88)
  • Imitation of intended actions at 2 years
    (Meltzoff, 95)

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Intermodal Perception
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Understanding Physics of Objects Solidity
21
Understanding Physics of Objects Gravity
22
Understanding Quantity
23
Implications of Recent Research for Piagets
Theory
  • Important cognitive abilities emerge in precursor
    form very early, even at Birth
  • This competence may not be revealed in everyday
    behavior
  • Full competence appears as suggested by Piaget
  • Knowledge construction is facilitated by motor
    action but may also occur outside of that (as in
    perceptual learning and categorization)

24
Memory in Early Infancy
  • Fagen reports gradual improvement in efficiency
    of habituation up to 5 mos
  • Martin reports infants habituate more rapidly
    second day (3 mo-24 hr, 1 yr -1 wk)
  • Rovee-Collier shows better recall in familiar
    environment, at 3 mo recall up to 2wk of
    contingency (e.g., kick for letters not numbers,
    or kick with left foot)
  • Memory implies representation, but not full
    representation

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Categorization in Early Infancy
  • Rovee-Colliers memory experiment indicates
    infants group together items with similar form
  • Starkey, Spelke Gelman habituated 1 mo olds to
    slides with 3 items, spatial arrangement and
    particular items varied, find dishabituate to
    change in number
  • Ludemann shows categorization of pos/neg facial
    expressions from slides
  • Quinn Eimas show categorization of animal
    categories at 3-4 mos

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Role of perceptual similarity in categorization
30
Understanding Intentional Action
31
Early Infant Cognition Conclusions
  • Infants are well equipped at Birth to construct a
    knowledge of the physical world as in imitation,
    perceptual categorization, intentional
    understanding and memory abilities
  • A debate exists as to whether there exists innate
    knowledge as the Nativists suggest (Spelke), or
    whether this is constructed through action on the
    physical world as Piaget suggests.
  • While there is considerable ability at B, there
    is also considerable refinement of ability
    through infancy

32
Social Bases of Cognition in Early Infancy
  • Vygotsky
  • Social interaction the arena for cognitive
    development
  • Others scaffold the development of infants
  • Scaffolding within reach (zone of proximal
    development)

33
Social Bases of Early Cognition Language
  • Traditional Debate Between Behaviorists (Skinner)
    and Nativists (Chomsky)
  • Behaviorism claims
  • Language acquired through reinforcement
  • Problem in explaining creative utterances
  • Nativism claims
  • Universal, innate grammatical structure, LAD
  • Problem no empirical evidence for universals

34
Social Bases Language, contd
  • Social Interactionists (Bruner)
  • Children learn about language in everyday
    routines
  • learn the pragmatics of conversation,
    turning-taking
  • They already categorize and group the world
  • Associating words with these categories is then
    easy
  • Learning how to use language consists of learning
    how to express communicatively about a world that
    is already organized in a non-linguistic way

35
Evidence for a Social Basis to Language
36
Contingency
  • Trevarthan
  • Primary intersubjectivity (2 mos)
  • Secondary intersubjectivity (9 mos),
  • Bigelow
  • Infants sensitive to contingency of live
    interactions and respond negatively to delayed
    video interactions with mothers around 4 mos.

37
Social Bases of Language, Contd
  • Tomasello
  • Joint Attention
  • Attending to something outside of the dyad
  • Tomasello Farrar (83)
  • moms who had more joint attention with infants
    had infants with higher vocabularies, follow-in
    better than directed conditions
  • Baldwin (91) shows that the infant uses eye gaze
    to determine when to associate label with object
  • Callaghan (99) show that joint attention episodes
    also facilitate the comprehension of visual
    symbols

38
Precursors to Verbal Communication
  • Growth of intentionality
  • Both members of the dyad interact with the
    intention to influence the other
  • Greater flexibility of attentional capacity
  • Moving from dyadic to triadic interactions
  • Ability to use symbols
  • Crossing the divide between the perceptual world
    to the conceptual world

39
Precursors to Verbal Communication
  • Topic Sharing
  • First communications occur in dyad (primary
    intersubjectivity)
  • At 5-6 mos infant develops the manual skills to
    explore objects and directs attention to objects
    more than people attn to mom at 6 wks is 70, at
    26 wks is 30 (Fogel)
  • At 9-10 mos infant begins to be able to
    coordinate attention to objects with a
    communicative partner (secondary
    intersubjectivity or joint attention)

40
Precursors to Verbal Communication
  • Intentionality - beginning to understand that
    others have intentions toward you in
    communication and responding with your own
    intentions to influence the other
  • Evidence for intentional understanding
  • Gaze alternation
  • Repair of failed messages
  • Ritualization of gestures

41
Precursors to Verbal Communication
  • Gestures
  • Eg of pointing
  • Prior to 8 mos pointing occurs and is indicative
    of interest in an object, an extension of
    reaching for the object, not yet communicative
    (Pointing-for-self)
  • Pointing while gaze alternates between object and
    other (Pointing-for-others)
  • By 2 yrs nonverbal gestures now used to
    symbolically represent objects, make requests,
    use of gestures deceases as verbal language
    increases to the language spurt of 18 mos

42
Scaffolding by Adults
  • Werker McLeod show that
  • infants prefer motherese or infant-directed
    speech, also occurs for deaf infants
  • Nelson argues that
  • facilitative speech style of moms helps language
    acquisition, directive style hinders it
  • Tomasello shows that
  • labeling within joint attention episodes
    facilitates vocabulary acquisition
  • Bruner suggests that
  • language learning is eased by the continuity
    between preverbal rule-based activities and the
    demands of verbal communication
  • All suggest that
  • language is greatly facilitated by social
    interaction and supports from others
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