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PSYC 2314 Lifespan Development Chapter 6 The First Two Years: Cognitive Development Perception and Cognition • Gibson’s Affordances – Perception is an active cognitive process in which each individual interacts selectively with a vast array of perceptual possibilities – “the environment affords opportunities” Perception and Cognition • Which particular affordance an individual perceives and acts on depends on that person’s: – – – – Past experiences Current developmental or maturational level Sensory awareness of the opportunities Immediate needs and motivation Perception and Cognition • Dynamic Perception – Perception primed to focus on movement and change • Object Permanence – The ability to understand that objects exist independently of one’s perception of them Cognitive Growth • Infants younger than 6 months can categorize objects according to their shape, color, angularity, density, number (up to 3 objects) and relative size. Cognitive Growth • Conditions in which infant memory can be more developed: – Using situations that are similar to real life – Ensuring that the infant’s motivation is high – Providing memory-priming retrieval cues Cognitive Growth • Deferred Imitation – Ability to remember and imitate behaviors that have been witnessed but never personally performed. Cognitive Growth • Launching event – Research using the habituation technique to determine that 6 month-olds notice whether an object is moving along or not, but they do not seem to understand cause and effect; by 10 months, they can properly interpret the causeand-effect nature of simple launching events. Piaget’s Sensorimotor Intelligence • Stage One: Reflexes (birth-1 month) – Newborn’s reflexes represent its only ways of gaining knowledge about the world. • Stage Two: First Acquired Adaptations (1-4 months) – When the infant starts to adapt its reflexes to the environment and to coordinate two actions. – Adaptation occurs through assimilation or accommodation Piaget’s Sensorimotor Intelligence • Stage Three: Making Interesting Sights Last (4-8 months) – Infants become more responsive to people and objects in the environment as they learn to repeat specific actions that have elicited pleasing responses. • Stage Four: New Adaptation and Anticipation (812 months) – Infants become more purposeful in responding to people and objects, anticipating events, and engaging in goal-directed behavior. Piaget’s Sensorimotor Intelligence • Stage Five: New Means Through Active Experimentation (12-18 months) – The little scientists become more active and creative in their exploration of, and trial-and-error experimentation with, the environment. • Stage Six: New Means Through Mental Combinations (18-24 months) – By using mental combinations, toddlers begin to anticipate and solve simple problems without resorting to trail-and-error experimentation. – Enables the toddler to remember much better, to anticipate future events, and to pretend. Language Development • Babbling: repeating certain syllables • Underextension: words are applied more narrowly than they should be • Overextension: overgeneralization • Holophrases: one word sentences Language Development • BF Skinner – Language is acquired through conditioning and differential reinforcement of appropriate usage. • Noam Chomsky – Children have an innate predisposition to learn language, language acquisition device (LAD). • Sociocultural – The actual language-learning process occurs in social context, framed by the adult’s teaching sensitivity and the child’s learning ability. Language Development • Baby Talk (motherese) – Distinct in pitch, intonation, vocabulary and sentence length. – Employs more questions, commands, and repetitions and fewer past tenses, pronouns and complex sentences