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| how are perceptual skills studied? |
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-develops sequentially - Kinetic cues:cues you get about object from movement
- Binocular cues: uses both eyes, each seeing slightly different visual image to focus @ different distances.
- Pictorial cues: monocular cues that req. input from only one eye (ie:2-D object demonstrates depth)
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Gibson &Walk: Visual Cliff experiment |
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-asked whether or not infant dev. depth perception depending if they were willing to crawl beyond the "cliff" - infants @ 6-14mo view depth perception and won't cross w/out encouragement
- @ 3 mo children flinch @ looming objects
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Haith's "Rules to look by" |
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-believes infants are born with visual rules @ birth Q.do infants have depth perception? does it matter?
- before babies see well, they scan the world until they see something identified with motion or a strong "light-darkness" contrast
- by 2-3mo babies notice what is within the edge: try to identify the object
A.(they can distinguish objects and object patterns from one another) Q. Do infants prefer look @ faces? A.prefer looking @ increasingly complex objects -children have a preference for attractiveness (symmetrical,) like face of mother - @ 1st babies can only see outline, by 3mo can distinguish facial features :-)
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Senses *Combining intersensory info: |
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-well developed early on -intersensory integration: combo of info from 2 or more senses to form unified perception of whole ie:realizing a persons voice comes from the same person making the hand gestures, etc... - not automatic-dev. by 6mo
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-ability to transfer info gained through one sense to another sense @ later time - happens as early as 1mo (contrary to Piaget's belief that is won't happen til 1yr
- @ 5mo children will be surprised to see a train coming @ them, but hear it going in the other direction. (or a hopping donkey/ skipping kangaroo)
(children have expectations) |
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OBJECT PERCEPTION Baillargeon: (Empiricist) |
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-believes knowledge is not built in, but strategies for learning ARE - ie:infants have basic hypothesis abt the way objects function, which is modified by experience
-believes strategies are inbuilt |
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OBJECT PERCEPTION Spelke ( nativist) |
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-believes perception is in built knowledge+some experience - believes children can percieve and know what to expect
- ie:can see difference between two objects
-rules are inbuilt -babies realize that smaller box can't support an unbalances larger box **supports the belief that reason is present early
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Object Permanence (Stages)
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The understanding that objects continue to exist even when they cannot be directly perceived. St. 1 (0-4mo): out of sight, out of mind St. 2 (4-8 mo): Visual but not manual search for a hidden object (w/eyes not hands) St. 3 (4-8 mo): Visual but not manual search for a hidden object St. 4 (8-12mo): Manual search with visible displacement St. 5 (12-18mo): Invisible displacement (will search for something even if it's fully hidden St. 6 (18-24mo): Mature searching (ends Piaget's stage 1- believes infants weren't capable of thought until the second stage) |
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Object Permanence (from a cultural perspective) |
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Zambian babies' object permanence is similar to Western babies despite lack of experience w/ objects --Zam. babies held on mothers back for 18 mo. (limits exposure. causes NO delay to object permanence dev.
**(we know object permanence is mostly maturational)
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-in ambiguous situations babies looks to their mothrs for guidance |
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cultural similarities/differences |
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-facial expressions seem to have relatively stable meanings across cultures. emotions that are different are those like guilt and shame that are culturally defined. |
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Piaget's Cognitive Development Theory |
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-has cognition as central -hierarchal (stages): each stage more complex than previous -universal: no matter who you arre or where you live, every1 goes through stages -invariant: each stage has to go in a certain order: 1 followed by 2, 3, 4 etc. |
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Cognitiv Development: *shemas: |
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-smallest mental unit that rep understanding of the world *Piaget believed schemas were derived from inborn from organization as ppl interact w/ their environment
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-a selective process through which one actively takes in info and makes it part of one's schema -ie: play therapy children act out their schemas |
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-a parallel process where individuals change their schemas and the world outside -children realize their schemas don't match the external world and they change their schemas in an effort to get the to match!! ***key to develpomental change :-)
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-an inborn desire to have balance between our schemas and the world outside *finding the balance between assimilation and accomodation *3 reorganizations (equilibriums) of thought 1st: toddlers shift from dominances of simple sensory and motor schemas to the use of the 1st fymbols 2nd: (5-7) child adds a set of schemas called operations 3rd:(adolescence) nchild can operate on ideas as well as events of objects
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Piaget's Stages of Development *Sensorimoter (birth-2yrs~transition:18mo-2 yrs) *Pre- operational (2-7yrs~transition 5-7years)
*Concrete Operational (7-12yrs~transition from 9-11/12) *Formal operational |
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*Sensorimoter: use sensory and motor schemas to act on the world around them, -motor movements are pivotal for learning about the world. Children learn abt the world by engaging in it, it they don't or cant due to physical/mental handicaps, intellectual ev. will be impaired -end of sensorimotor stage is marked bu appearance of intelligent though- (piaget believed infants don't think) *infants explore their world through senses & motion primary circular reaction:simple/ repetitive actions organized around the child's own body secondary: repeating an action in order to trigeer and action outside of one's body: organized around external objects (ie:cooing to get affirmation from mother) tertiary: deliberate experimentation with variations of previous actions (ie: kids can't have "stranger anxiety" without having object permanance: know mothers face) *Pre- operational: paiget thought kids were capable of intuitive thought (no reasoning) [egocentrism:believe every1 sees the world as they do] *Concrete Operational:youth begin to think logically -they go from centration to decentration, egocentrism to sociocentrism: can consider others perspectives (decentration/sociocentrism make concrete reasoning) -youth make inferences abt reality *Formal Operational: capable of abtract thought --characterized by systematic approaches to problems which influences the consequences of a certain occurance |
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