Can someone write this paper for me?
davshi1
psy32-ch06.ppt*
Sensorimotor Intelligence
- Sensorimotor intelligence
- Piaget’s term for the way infants think—by using their senses and motor skills—during the first period of cognitive development
- Piaget
- Infants are active learners.
- Adaptation is the core of intelligence.
- Cognition develops in four distinct periods
- See Table 6.1 for additional details related to the stages of sensorimotor intelligence.
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Circular reactions keep going because each action produces pleasure that encourages more action.
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Sensorimotor Intelligence
- Stages one and two: Primary circular reactions; infant’s responses to his or her own body
- Circular reactions: Interaction of sensation, perception, and cognition
- Primary circular reactions: Two stages of sensorimotor intelligence involving the infant’s own body
- Stage one (birth to 1 month): Stage of reflexes (sucking, grasping, staring and listening)
- Stage two (1 to 4 months): First acquired adaptations or habits (sucking thumbs or pacifiers only)
- In every aspect of sensorimotor intelligence, the brain and the senses interact with experiences, each shaping the other as part of a dynamic system
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Sensorimotor Intelligence
- Infants adapt reflexes through information from repeated responses.
Time for Adaptation
Sucking is a reflex at first, but adaptation begins soon. She is about to make that adaptation and suck just her thumb from now on.
- Sucking is a reflex at first, but adaptation begins as soon as an infant differentiates a pacifier from her mother’s breast or realizes that her hand has grown too big to fit into her mouth.
- This infant’s expression of concentration suggests that she is about to make that adaptation and suck just her thumb from now on.
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Sensorimotor Intelligence
- Stages three and four: Secondary circular reactions; infant’s response to objects and people
- Secondary circular reactions: Interaction between baby and something else; mirror neurons begin to function
- Stage three (4-8 months): Attempts to make interesting things last (know how to continue an experience)
- Ex: clapping hands when mom says patty-cake
- Stage four (6-12 months): New adaptation and anticipation; means to the end (initiate and anticipate)
- Ex: putting mom’s hands together in order to make her start playing patty-cake.
- Secondary circular reactions
- The second of three types of feedback loops in sensorimotor intelligence, this one involving people and objects.
- Infants respond to other people, to toys, and to any other object they can touch or move.
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Sensorimotor Intelligence
- Stages five and six: Tertiary circular reactions; act first (5) and think later (6).
- Tertiary circular reactions: Involves active exploration and experimentation; exploration of range of new activities and variations in responses as way of learning
- Stage five (12-18 months): New means through active exploration (“little scientist”)
- Stage six (18-24 months): Mental combinations; intellectual experimentation via imagination
- Things that are truly dangerous need to be locked and gated.
- Toddlers can pretend, think of consequences
- Circular reactions
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- Stage Five
- Stage Six
“Little scientist”
The stage-five toddler (age 12 to 18 months) who experiments without
anticipating the results, using trial and
error in active and creative exploration.
No More Playpens
“Little scientists” still “experiment in order to see,” but this 14-month-old uses a digital tablet and might protest if it is taken away
- Exploration at 15 Months
- One of the best ways to investigate food is to squish it in your hands, observing any changes in color and texture and listening for any sounds.
- Taste and smell are primary senses for adults when eating, but it looks as if Jonathan has already had his fill of those.
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Sensorimotor Intelligence
- Goal-direct behavior
- Purposeful action that benefit from new motor skills resulting from brain maturation
- Object permanence
- Realization that objects or people continue to exist when they are no longer in sight
Peek-a-boo makes all three happy, each for cognitive reasons. The 9-month-old is discovering object permanence, his sister (at the concrete operational stage) enjoys making brother laugh, and their mother understands more abstract ideas— such as family bonding
- The baby’s obvious goal seeking stems from (1) an enhanced awareness of cause and effect, (2) memory for actions already completed, and (3) understanding of other people’s intentions
- Piaget’s results:
- Infants younger than 8 months do not search for the object (by removing the cloth).
- At about 8 months, infants search immediately (removing the cloth) after the object is covered but not if they have to wait a few seconds.
- By 2 years, children fully understand object permanence, progressing through several stages of ever-advanced cognition (Piaget, 1954).
- Object permanence accepted by some scientists and questioned by others
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Mission Impossible: Babies Escape
Language: What Develops in the First Two Years?
- Listening and responding
- Before birth: Language learning via brain organization and hearing; may be innate
- Newborn: Preference for speech sounds and mother’s language; gradual selective listening
- Familiar with the rhythm, sounds and cadence
- Around 6 months: Ability to distinguish sounds and gestures in own language
- Infants’ ability to distinguish sounds in the language they hear improves, the ability to hear sounds in other languages deteriorates.
- If parents want a child to speak two languages, they must speak both of them to their infant.
Language: What Develops in the First Two Years?
- Child-Directed Speech
- In every language adults use higher pitch, simple words, repetition, varied speed and exaggerated emotional tone when talking to infants
- baby talk, motherese or child-directed speech
- Fosters learning and children prefer it !
- They also like:
- Alliteration, Rhymes, Repetition, Rhythm and varied speech.
- Peter Piper picked a peck of pickled peppers.
Dr. Seuss’ Words of Wisdom
“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You're on your own. And you know what you know. And YOU are the one who'll decide where to go...” ― Dr. Seuss, Oh, The Places You’ll Go !
“Today you are You, that is truer than true. There is no one alive who is Youer than You.” ― Dr. Seuss, Happy Birthday to You !
“The more that you read, the more things you will know. The more that you learn, the more places you'll go.” ―Dr. Seuss, I Can Read with My Eyes Shut !
Language Development
- Babbling
- Involves repetition of certain syllables, such as ba-ba-ba, that begins when babies are between 6 and 9 months old
- Is experience-expectant
- Begins to sound like native language around 12 months (accents, cadence, consonants)
Who Is Babbling?
Probably both the 6-month-old and the 27-year-old. During every day of infancy, mothers and babies communicate with noises, movements (notice the hands), and expressions.
Language
- Gesturing
- All infants gesture.
- Concepts with gesture are expressed sooner than speech.
- Pointing emerges in human babies around 10 months.
- Understanding another person’s perspective.
Show Me Where
Pointing is one of the earliest forms of communication, emerging at about 10 months. As you see here, pointing is useful lifelong for humans.
Language Learning
- First words: Gradual beginnings
- At about 1 year: Speak a few words
- 6-15 months: Understand 10 times more words than produced. (comprehension before production)
- 12 months: Begin to use holophrases (single words that express a complete thought); recognize vocalization from universal to language-specific
- Naming explosion: many of the words are nouns (person, place, things)
- Once spoken, vocabulary reaches about 50 words, it builds quickly, at a rate of 50 to 100 words per month.
- 21-month-olds say twice as many words as 18-month-olds
- See Appendix A
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Language Learning: Grammar
- Mastering two languages
- Quantity of speech in both languages the child hears is crucial
- Children implicitly track the number of words and phrases and learn those expressed most often.
- Bilingual toddlers realize differences between languages, adjusting tone, pronunciation, cadence, and vocabulary when speaking to a monolingual person.
- Worldwide, people who are not yet 2 years old already use language well.
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Theories of Language Learning
- Theory One: Infants need to be taught.
- B. F. Skinner (1957) noticed that spontaneous babbling is usually reinforced.
- Parents are expert teachers, and other caregivers help them teach children to speak.
- Frequent repetition of words is instructive, especially when the words are linked to the pleasures of daily life.
- Well-taught infants become well-spoken children.
- If adults want children who speak, understand, and (later) read well, they must talk to their infants.
Theories of Language Learning
- Theory Two: Social impulses fosters infant language.
- Infants communicate because humans have evolved as social beings.
- The emotional messages of speech, not the words, are the focus of early communication.
- Each culture has practices that further social interaction, including talking.
- The social content of speech is universal, which is why babies learn whatever specifics their culture provides.
Learning the first 50 words is a milestone in early language acquisition, as it predicts the arrival of the naming explosion and the multiword sentence a few weeks later. Researchers found that the 9-month-old infants of highly responsive mothers (top 10 percent) reached this milestone as early as 15 months. The infants of nonresponsive mothers (bottom 10 percent) lagged significantly behind.
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Theories of Language Learning
- Theory Three: Infants teach themselves.
- Language learning is innate; adults need not teach it, nor is it a by-product of social interaction.
- Language itself is experience-expectant, although obviously the specific language is experience-dependent.
- Language acquisition device (LAD): Term for a hypothesized mental structure that enables aspects of grammar, vocabulary, and intonation
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Theories of Language Learning
- Theory Three: Infants teach themselves.
Chomsky
Language too complex to be mastered through step-by-step conditioning.
Language acquisition device (LAD) is innate.
Allows us to learn language including grammar, vocabulary and intonation
All babies are eager learners, and language may be considered one more aspect of neurological maturation.
- Language acquisition device (LAD): Term for a hypothesized mental structure that enables aspects of grammar, vocabulary, and intonation
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Which Perspective Is Correct?
- All perspective offer insight into language acquisition.
Hybrid theory
Some aspects of language learning may be best explained by one theory at one age and other aspects by another theory at another age.
Multiple attentional, social and linguistic cues contribute to early language.
Different elements of the language apparatus may have evolved in different ways.
