Chapter 5

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Behaviorist approach-Basic Mechanism of Learning:

Ability to learn:

Senses and memory

Classical conditioning:

A person learns to make a reflex response to a stimulus

Operant conditioning:

Learner acts on the environment (learns to make a certain response to an environmental stimulus)

Infant memory:

Infantile amnesia

Infants memory processes don't differ older kids or adults, just the retention time is shorter

Memory of a behavior linked to the original cue

Familiar context can improve recollection when memory's weakened

Psychometric Approach-Developmental and intelligence testing :

Intelligent behavior:

Goal oriented

Adaptative

Binet: IQ Test

Ask to seek a measure to predict kids future performance in academic field

Not useful for infants & toddlers: way to gauge their intelligence, by assessing what they can do

Bayley Scale of Infant & Toddler Development:

Childs strengths & weaknesses in development areas (measured by developmental quotients)

Cognitive

Language

Motor

Social-emotional

Adaptative behavior

Behavior rating scale (optative)

Early intervention:

Systematic process

Provide sensory stimulation

Create & environment that fosters learning

Respond to babies' signals

Give babies power to effect changes

Give babies freedom to explore

Talk to babies

Enter into whatever they are interested in (talking/playing)

Arrange opportunities to learn basic skills (Labeling)

Applaud new skills & help expand them

Read to babies

Use punishment sparingly

Piagetian approach-The sensorimotor stage

Six substages:

1rst: control over inborn reflexes, engaging behavior even when stimulus not present

2nd: repeat purposely a pleasant bodily sensation achieve by chance

3rd: interest in manipulating objects & learning their properties

4th: learn to generalize from past experience to solve new problems

5th: modify & coordinate previous schemes to find one that works, vary action to get different similar result

6th: representational ability-no longer go through laborious trial & error, just try out solutions in their mind

Key developments of the Sensorimotor stage:

Imitation:

Invisible imitation (imitation with parts of one‘s body that one see)

Visible imitation (imitation with parts of one‘s body that one cannot see)

Deferred imitation (reproduction of an observed behavior after the passage of time by calling up a stored symbol)

Elicited imitation (imitate a specific series of actions they have seen but not necessarily done before)

Object permanence:

Object concept: A basis for children‘s awareness that they themselves exist apart from objects and other people

Fully achieved by 18 to 24 months

Researchers suggest that search may fail because babys cannot carry 2-step/2-handed sequence of actions

Given the repeated opportunities, 6-12 months can succeed

How much time has elapsed between kid's seeing the object hidden & him reaching for it is a key factor

Symbolic development:

Symbol=intentionals representations of reality

1st: kid symbol-minded

2nd: differentiating symbol from object

3rd: scale errors may occur

Categorization:

Dividing the world into meaningful categories

Foundation of language, reasoning, problem-solving & memory

According to Piaget: this does not appear till 18 months

Causality:

Events have identifiable causes

According to Piaget develops slowly during 1st year

Begin at 4-6 months when able to grasp objects-they recognize their impact on the environment

6 & a half months see difference between events that are the immediate cause of other events

Numbers

Understanding of number may star before Piaget's 6th substage

Others claim it's inborn

Others conclude brain has early system to support numerical combinations & manipulation but does not shed light whether it's inborn

The brain's cognitive structures:

Implicit memory:

Habits & skills that occur without effort

Explicit memory:

Conscious or intentional recollection of info that can be stated or declared

In early infancy hippocampal system (makes longer-lasting memories possible) not fully mature

Prefrontal cortex develops the slowliest, also develops working memory (short-term storage of info actively processed) responsible slow development object permanence

Social learning-learning from interactions with caregivers:

Guided participation

Mutual interactions with adults help structure kid's activities & bridge the gap between a kid's understanding & an adult's

Cultural differences affect types of guided participation

Cultural differences influence the way caregivers contribute to cognitive learning

Language development:

Sequence of early language development

Before linguistic speech babys go from crying to cooing, then babling, then accidental immitation & finally deliberate immitation (prelinguistic speech

Own language

At the beginning sounds of any language

Process of pattern perception and categorization commits neural networks to further learning of the patterns of the infant‘s native language

Discriminate native sounds (phonemes)

First year: become aware of the phonological rules of their language

First word

10-14 months

Linguistic speech

Holophrase

Name-object association, not always correct

Pointing & naming at the same time

Aware phonological rules of their language

Passive language (understood)

Expressive language (spoken)

Telegraphic speech

Underextend ( 1 word is rectricted)

Overextend (1 word used for many things)

According to Skinner, language learning is based on experience

According to Chomsky (nativism) there is an inborn language acquisition device that programs kid's brains to analyze the language to figure out its rules, universal