Applying Piaget’s Concepts of Assimilation and Accommodation 2 page Summary

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Exploring Lifespan Development Third Edition  Laura E. Berk

Chapter 5

Cognitive Development in
Infancy and Toddlerhood

Exploring Lifespan Development Third Edition  Laura E. Berk

Psychological structures
Organized ways of making sense of experience
Schemes change with age:
first schemes: sensorimotor action patterns
later schemes: deliberate and creative

Piaget’s Theory: Schemes

Exploring Lifespan Development Third Edition  Laura E. Berk

Building Schemes

Adaptation	Building schemes through direct interaction with environment
Assimilation	Using current schemes to interpret the external world
Accommodation	Adjusting old schemes and creating new ones to better fit environment

Exploring Lifespan Development Third Edition  Laura E. Berk

Cognitive equilibrium:
steady, comfortable state
characterized by assimilation more than accommodation
Cognitive disequilibrium:
state of cognitive discomfort
shift from assimilation toward accommodation, then back toward assimilation

Assimilation and Accommodation

Exploring Lifespan Development Third Edition  Laura E. Berk

Birth to age 2 years
Building schemes through
sensory and motor
exploration
Circular reactions

Sensorimotor Stage

Exploring Lifespan Development Third Edition  Laura E. Berk

Sensorimotor Substages

Reflexive schemes (birth–1 month)	Newborn reflexes
Primary circular reactions (1–4 months)	Simple motor habits centered around own body
Secondary circular reactions (4–8 months)	Repetition of interesting effects; imitation of familiar behaviors
Coordination of secondary circular reactions (8–12 months)	Intentional, goal-directed behavior; beginning object permanence
Tertiary circular reactions (12–18 months)	Exploration of object properties through novel actions
Mental representation (18 months–2 years)	Internal depictions of objects and events; advanced object permanence (invisible displacement)

Exploring Lifespan Development Third Edition  Laura E. Berk

Understanding that objects continue to exist when out of sight
Revealed by retrieval of hidden objects
Awareness not yet complete: A-not-B search error
Full understanding revealed by problems involving invisible displacement

Object Permanence

Exploring Lifespan Development Third Edition  Laura E. Berk

Internal depictions:
images (objects, people, spaces)
concepts (groups of similar objects
or events)
Representation permits
advanced object permanence
deferred imitation
make-believe play

Mental Representation

Exploring Lifespan Development Third Edition  Laura E. Berk

Violation-of-Expectation Method

Figure 5.1

(Adapted from R. Baillargeon & J. DeVos, 1991, “Object Permanence in Young Infants: Further Evidence,” Child Development, 62, p. 1230. © 1991, John Wiley and Sons. Reproduced with permission of John Wiley & Sons Ltd.)

Figure 5.1 Testing young infants for understanding of object permanence using the violation-of-expectation method

Exploring Lifespan Development Third Edition  Laura E. Berk

6 weeks: imitates facial expressions
6–9 months: copies novel actions with objects
12–14 months: imitates rationally
14–18 months: imitates actions that are intended but not completed

Deferred Imitation

Exploring Lifespan Development Third Edition  Laura E. Berk

Evaluation of the Sensorimotor Stage

Some suggest infants are born with core knowledge in several domains.

Capacities that develop when Piaget suggested	Object search A-not-B Make-believe play
Capacities that develop earlier than Piaget suggested	Object permanence Deferred imitation Problem solving by analogy

Exploring Lifespan Development Third Edition  Laura E. Berk

Babies are born with a set of core domains of thought:

innate, special-purpose
knowledge systems
permit a quick grasp
of related information
support rapid early
development

Core Knowledge Perspective

Exploring Lifespan Development Third Edition  Laura E. Berk

Physical
Linguistic
Psychological
Numerical

Suggested Domains
of Core Knowledge

Exploring Lifespan Development Third Edition  Laura E. Berk

Research suggests that infants can
discriminate quantities up to 3
perform simple addition and subtraction
represent large-number values
Findings are controversial

Infants’ Numerical Knowledge

Exploring Lifespan Development Third Edition  Laura E. Berk

Information Processing

Sensory register: sights and sounds are represented directly, stored briefly
Short-term memory store:
attended-to information is retained briefly and “worked” on
working memory: number of items that can be briefly held in mind while engaging in some effort to manipulate them
Long-term memory: permanent knowledge base

Exploring Lifespan Development Third Edition  Laura E. Berk

Model of
Information Processing

Figure 5.3

Figure 5.3 Model of the human information-processing system

Exploring Lifespan Development Third Edition  Laura E. Berk

Managing the Cognitive System’s Activities

Central executive
directs flow of information
coordinates incoming information with information already in the system
selects, applies, and monitors strategies that facilitate memory storage, comprehension, reasoning, and problem solving
Automatic processes
require no space in working memory
can be done while focusing on other information

Exploring Lifespan Development Third Edition  Laura E. Berk

Improvements in the Cognitive System

Increase in basic capacity of memory stores, especially working memory
Increase in speed with which information is worked on
Improvements in executive function

Exploring Lifespan Development Third Edition  Laura E. Berk

Cognitive Gains in Infancy and Toddlerhood

Attention

improved efficiency, ability to shift focus
less attraction to novelty, improved sustained attention

Memory

longer retention intervals
development of recall by second half of first year

Categorization

gradual shift from perceptual to conceptual categorization in toddlerhood

Exploring Lifespan Development Third Edition  Laura E. Berk

Perceptual

First categories are based on physical properties
By 6 months, babies categorize on basis of two correlated features

Conceptual

Shift to categories based on common function or behavior during toddlerhood

Development of Categorization

Exploring Lifespan Development Third Edition  Laura E. Berk

Complex mental activities develop through joint activities with more mature members of child’s society
Zone of proximal
development: tasks
too difficult for child
to do alone but
possible with help of
more skilled partners

Vygotsky’s
Sociocultural Theory

Exploring Lifespan Development Third Edition  Laura E. Berk

Bayley Scales:
Cognitive
Language
Motor
Social-Emotional
Adaptive Behavior
Predict later intelligence poorly
Largely used for screening

Infant and Toddler
Intelligence Tests

Exploring Lifespan Development Third Edition  Laura E. Berk

Intelligence quotient (IQ): comparison with typical performance for age
standardization
normal distribution: bell-shaped curve
Infant tests and later performance:
largely used for screening

Computing Intelligence
Test Scores

Exploring Lifespan Development Third Edition  Laura E. Berk

Normal Distribution
of IQ Scores

Figure 5.6

Figure 5.6 Normal distribution of intelligence test scores

Exploring Lifespan Development Third Edition  Laura E. Berk

Home Observation for Measurement of the Environment (HOME) measures:

parental emotional and verbal responsiveness
parental acceptance of child
organization of physical environment
provision of appropriate play materials
parental involvement with child
opportunities for variety in daily stimulation

Features of a
High-Quality Home Life

Exploring Lifespan Development Third Edition  Laura E. Berk

Physical setting
Toys and equipment
Caregiver–child ratio
Daily activities
Interaction among adults
and children
Caregiver qualifications
Relationships with parents
Licensing and accreditation

Developmentally Appropriate
Infant and Toddler Child Care

Exploring Lifespan Development Third Edition  Laura E. Berk

IQ Scores of Treatment and Control Children in the Carolina Abecedarian Project

Figure 5.7

(Adapted from Campbell et al., 2001.)

Figure 5.7 IQ scores of treatment and control children from infancy to 21 years in the Carolina Abecedarian Project

Exploring Lifespan Development Third Edition  Laura E. Berk

Theories of
Language Development

Nativist (Chomsky)	Language Acquisition Device (LAD) contains universal grammar infants biologically prepared to learn language
Interactionist	interaction between inner capacities and environmental influences social-interactionist view: emphasizes social skills and language experiences

Exploring Lifespan Development Third Edition  Laura E. Berk

First speech sounds:
cooing
babbling
Becoming a communicator:
joint attention
give-and-take
preverbal gestures

Getting Ready to Talk

Exploring Lifespan Development Third Edition  Laura E. Berk

First words:
underextension
overextension
Two-word utterances:
telegraphic speech
copies adult word pairings

Starting to Talk

Exploring Lifespan Development Third Edition  Laura E. Berk

Gender
Temperament
Environment:
verbal stimulation
characteristics of native language

Individual and
Cultural Differences

Exploring Lifespan Development Third Edition  Laura E. Berk

Supporting Early
Language Learning

With infants	Respond to coos and babbles Establish joint attention Use infant-directed speech Play social games
With toddlers	Engage in joint make-believe Engage in frequent conversations Read often and talk about books

Exploring Lifespan Development Third Edition  Laura E. Berk

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