-object exists even if you can't see it 

-mental representation

-starting to learn abotu brain rather than physical

-deferred imitation: facial expressions

-problem solving:intentional means

6. Mental Representation 

18-24 months

-internal depictions of objects & events, as indicated by sudden solutons to problems

-ability to find an object that has been moved while out of sight

-deferred imitation, and make-believe

-beginning of symbolic representation

-markers used as phones

-pillowcase becomes a scarf

-imagination

5. Teritiary Circular Reactions

12-18 months

-exploration of the properties of objects by acting on them in novel ways

-imitation of unfamiliar bx

-ability to search in several locations for a hidden object

-more sophisticated stage four

-more sophisticated experiments

-problem solving 

-symbol system

4. coordinating of secondary circular reactions

8-12 months

-earliest form of problem solving

-intentional, or goal-directed bx; ability to find a hidden object in the first location where it is hidden 

-improved anticipation of events

-realize they can do more with objects

-imitation of bx; slightly diff from those the infant usually performs

3. secondary circular reactions

4-8 months

-actions aimed at repeating effects in the surrounding world; imitation of familiar bx

-might be able to sit up, crawling

-learns how to deal with objects in the world

2. primary circular reactions

1-4 months

-simple motor habits centered around the infants own body;limited anticipation of events

-pepetitions of actions that are pleasurable to themselves, learning to control their body and reapeat it

-EX: clasp hands together in front

1. reflexive scheme

birth-1 month

schemes: experiences, change with age; sensorimotor action patterns

adaptation: building schemes through direct interaction with environ

assimilation: use our current schemes to interpret external world

-cognitive dev

-started to systematically look at childhood

-new theory based on observation of his 3 children

-swiss, spoke french

-"little schientists" 

-children are actually smart given biological genese

-worked with newborn monkeys & provided w/ info about nature vs. nurture

-humans become attached to family members who provide warmth, love, and comfort

-daytime separation from parents develop strong emotional ties to cuddly objects i.e. blanket, teddy bear

-infants emotional tie to other is foundation for all later relationships

-also by continuing quality of parent-child relationship

-parents provide basic needs which is why there attatchemnt & emo bond 

-drive reduction theory

-cold > mom puts blanket on me

-reflects greatest insecurity

-at reuinion infants are confused, contradiction bx

-looking away while parent holds them

-or approaching parent with no emo

-before separation they seek closeness to the parent and fail to explore

-when parent leaves, child is distressed and upon return clinginess is anger, struggling when held, hitting, pushing

-not comforted easily

-mary ainsworth 

-seem unresponsive to the parent when she is present

-not distressed when parent leaves

-react to stranger the same way as parent

-fail to cling to parent when picked up

-mary ainsworth

-infants use parent as secure base 

-may or may not cry when separated but if they do its b/c they prefer parent to stranger

-seek contact when parent returns

-widely used laboratory technique for assessing quality of attachment 1&2 yrs of age 

-mary ainsworth

--securely attached infants & toddlers should use parents as a secure base in which to explore in an unfamiliar environment

-cross cultural studies

-thermostat (parents) controls temperature in environment to bring up or down

-parenst job is to keep children emotionally stable, so parents regulate emotions for them

-evolved response

-trusting relationships

-contact w/ parent ensures that baby will be few but not basis for attachment 

-separation anxiety: becoming upset when they leave

-predicting return

-emotional part of dev

-6-9 because babies now more & crawl around & allows for a primary way to get back to mom

-an enduring emotional bond between babies & primary caregivers

-nurture

-need

-trust

first product that comes out of the breast. 

not milk

production: words & word combination children use

comprehension: language they understand; requires that children recognize meanings of a word but production they must recall & actively retrieve from their memories not only the word but the concept

-toddlers ad to tehir vocabulary 1-3 words a week

-improve on categorizing words

-telegraphic speech: 200 words, combinging 2 words, focus on high-content words

-over-use two word utterances

-6 months babies begin to understand word meaning

-1 spoken word around one year

-some early words are linkied to specific cognitive achievement

-underextension: apply words narrowly 

overextension: applying a word to a wider collection of objects 

ex: car > buses, train, fire engine

-milk comes at days 3-6

-mom should breast feed every 2 1/2 hours

-World Health Organization reccommends breastfeeding until 2 yrs with solid foods added at 6 mths

hormone body produces to relax mom during breastfeeding

hallucinations, sleepy

take whole hand and close around object

-grab for feet

-deliberatley grabbing 

thumb and finger grasp

-realize usefulness of thumb

ability to grab with the thumb and fore finger

-more graceful & precise of using fingers

at one year, can pick up spoon & put into a bowl

1. pick up spoon

2. line up spoon & food

3. scoop up foor onto spoon

4. keep spoon level on the path to your mouth

(may miss mouth & food spills)

ability to move around indepently 

-newborns are completely immobile

-try to aquire locomotive skill & master bodies

gain control of their body from head to feet (tail)

-babies first accomplishment is to hold their head up 

head>arms up, bring up upper body>bottom up>on all fours>crawl

back-to-sleep movement has delayed the crawlign process; less experience to push itself up on tummy

must schedule tummy time 

>exercise & exposure

learning through movement & perception

understanding the world using more than 1 sense

EX: understand an object with sight & touch

>putting objects in mouth

-NOT present at birth

-binocular cues: both eyes perception

-monocular cues: solo eye perception

-starts to appear with crawling

>get more experience with height due to crawling

Eleanor Gibson

-designed to test depth perception

-put baby on one side of plex glassto give the appearance that baby will fall off it as they crawl over it

-certain age that baby will crawl over it b/c they do not have that depth perception ability yet

-new crawlers have no height awareness, no wariness until one month

2 mo

-recognizes vocal abilities beyond crying

-find making noises pleasurable (big eyes, excited)

-discovery of beginning of language

6-7 months

-repetitive sounds

-consonant sounds

entertain themseves

10-12 months

babbling plus intonation

-use your vocal range

-comprehend some words

-infants are more accurate at establishing joint attention with parent who verbally labels what child is looking at

-infants use preverbal gestures such as showing and pointing to influence the bx of others

12 months

-babbling includes sound and intonation patterns of the childs language community

-infants actively participate in turn-taking games, trading roles with parent

-say first recognizable word

-if not said by 18 mo take to pediatrician

vocab expands from about 50-200 spoken words

-toddlers combine two words (telegraphic speech)

-always 5 mo ahead of words produced

-children understand FAR more than they can say

-understands words (receptive) at 7 mo

-slow down our speech

-high pitched, exaggerated expression

-simple easy to understand

-clear pronuciation

-distinct pauses between speech segments

-clear gestures to support verbal meaning

-repetition of new words