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PHYSICAL AND COGNITIVE DEVELOPMENT IN INFANCY 
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. 
This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 
3 
ESSENTIALS OF LIFE-SPAN 
DEVELOPMENT 
JOHN W. SANTROCK 
3e
CHAPTER OUTLINE 
• Physical growth and development in infancy 
• Motor development 
• Sensory and perceptual development 
• Cognitive development 
• Language development 
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PHYSICAL GROWTH AND DEVELOPMENT 
IN INFANCY 
• Patterns of growth 
• Height and weight 
• The brain 
• Sleep 
• Nutrition 
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PATTERNS OF GROWTH 
• Cephalocaudal pattern: Sequence in which the 
earliest growth always occurs at the top 
• Physical growth and differentiation of features work their 
way down from top to bottom 
• Proximodistal pattern: Sequence in which growth 
starts at the center of the body and moves toward 
the extremities 
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HEIGHT AND WEIGHT 
• The average American newborn is 20 inches long 
and weighs 7 pounds 
• Most of the newborns are 18 to 22 inches long and 
weigh between 5 and 10 pounds 
• Grow about 1 inch per month during the first year 
• By 2 years of age 
• Infants weigh approximately 26 to 32 pounds 
• Average 32 to 35 inches in height 
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THE BRAIN 
• Contains tens of billions of nerve cells at birth 
• Shaken baby syndrome - Brain swelling and 
hemorrhaging 
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THE BRAIN 
• Brain’s development 
• Mapping the brain 
• Brain has two halves 
• Lateralization: Specialization of function in one hemisphere of 
the cerebral cortex or the other 
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FIGURE 3.2 - THE BRAIN’S FOUR LOBES 
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FIGURE 3.3 - THE NEURON 
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THE BRAIN 
• Changes in neurons 
• Myelination 
• Connectivity among neurons increases 
• Changes in regions of the brain 
• Blooming and pruning vary by brain region 
• Peak of synaptic overproduction in the visual cortex followed by 
a gradual retraction 
• Heredity and environment influence the timing and course 
• Pace of myelination varies 
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FIGURE 3.4 - DENDRITIC SPREADING 
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FIGURE 3.5 - SYNAPTIC DENSITY IN THE HUMAN 
BRAIN FROM INFANCY TO ADULTHOOD 
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THE BRAIN 
• Early experience and the brain 
• Children in deprived environment may have depressed 
brain activity 
• Brain demonstrates both flexibility and resilience 
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FIGURE 3.6 - PLASTICITY IN THE 
BRAIN’S HEMISPHERES 
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THE BRAIN 
• Neuroconstructivist view: 
• Biological processes and environmental conditions 
influence the brain’s development 
• Brain has plasticity and is context dependent 
• Development of the brain and the child’s cognitive 
development are closely linked 
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SLEEP 
• Typical newborn sleeps 16 to 17 hours a day 
• Infant sleep-related problem - Night-time waking 
• REM sleep - Rapid eye movement sleep 
• Infants spend about half of their sleep time in REM sleep 
• Often begin sleep cycle with REM sleep rather than non- 
REM sleep 
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SLEEP 
• Sudden infant death syndrome (SIDS): Occurs when 
an infant stops breathing, usually at night 
• Suddenly dies without an apparent cause 
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SIDS - FINDINGS 
• Occurs mostly in infants with abnormal brain stem 
functioning involving serotonin 
• More likely to occur: 
• In low birth weight infants 
• In African American and Eskimo infants 
• In infants passively exposed to cigarette smoke 
• When infants and parents share the same bed 
• When infants use a pacifier when they go to sleep 
• When infants sleep in a bedroom with a fan 
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NUTRITION 
• Breast versus bottle-feeding 
• Breast feeding is better 
• Benefits of breast feeding - Outcomes for the child 
• Appropriate weight gain 
• Lowered risk of childhood obesity 
• Fewer gastrointestinal infections 
• Fewer lower respiratory tract infections 
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NUTRITION 
• Benefits of breast feeding - Outcomes for the 
mother 
• Lower incidence of breast cancer 
• Reduction in ovarian cancer 
• Mother should not breast feed if: 
• Infected with HIV or some other infectious disease 
• She has active tuberculosis 
• She is taking any drug that is not safe for the infant 
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NUTRITION 
• Nutritional needs 
• Are individual among infants 
• Adequate early nutrition is an important aspect of healthy 
development 
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MOTOR DEVELOPMENT 
• The Dynamic Systems view 
• Reflexes 
• Gross motor skills 
• Fine motor skills 
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DYNAMIC SYSTEMS THEORY 
• Infants assemble motor skills for perceiving and 
acting 
• Perception and action are coupled together 
• Motor skill is developed by: 
• Development of the nervous system 
• Body’s physical properties and its possibilities for movement 
• Goal the child is motivated to reach 
• Environmental support for the skill 
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REFLEXES 
• Built-in reactions to stimuli 
• Govern the newborn’s movements 
• Genetically carried survival mechanisms that are automatic 
and involuntary 
• Rooting reflex - Occurs when the infant’s cheek is 
stroked or the side of the mouth is touched 
• Turns his or her head in an effort to find something to suck 
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REFLEXES 
• Sucking reflex - Occurs when newborns 
automatically suck an object placed in their mouth 
• Enables newborns to get nourishment before they have 
associated a nipple with food 
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REFLEXES 
• Moro reflex - Occurs in reaction to a sudden, 
intense noise or movement 
• Believed to be a way of grabbing for support while falling 
• Grasping reflex - Occurs when something touches 
the infant’s palms 
• Responds by grasping tightly 
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GROSS MOTOR SKILLS 
• Involve large-muscle activities 
• Such as moving one’s arms and walking 
• Newborn infants cannot voluntarily control their 
posture 
• Locomotion and postural control are closely linked, 
especially in walking upright 
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FIGURE 3.9 - MILESTONES IN GROSS 
MOTOR DEVELOPMENT 
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GROSS MOTOR SKILLS 
• Development in the second year 
• Toddlers become more mobile are motor skills are honed 
• By 13-18 months 
• Toddlers can pull a toy or climb stairs 
• By 18-24 months 
• Toddlers can walk quickly 
• Balance on their feet 
• Walk backward and stand and kick a ball 
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FINE MOTOR SKILLS 
• Involve more finely tuned movements 
• Grasping a toy, using a spoon, buttoning a shirt, or anything 
that requires finger dexterity 
• Infants need to exercise their fine motor skills 
• Pincer grip 
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SENSORY AND PERCEPTUAL 
DEVELOPMENT 
• Exploring sensory and perceptual development 
• Visual perception 
• Other senses 
• Intermodal perception 
• Nature, nurture, and perceptual development 
• Perceptual motor coupling 
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EXPLORING SENSORY AND 
PERCEPTUAL DEVELOPMENT 
• Sensation: Occurs when information interacts with 
sensory receptors 
• Eyes, ears, tongue, nostrils, and skin 
• Perception: Interpretation of what is sensed 
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EXPLORING SENSORY AND 
PERCEPTUAL DEVELOPMENT 
• Ecological view 
• Directly perceives information that exists in the world 
around us 
• Studying the infant’s perception 
• Visual preference method: Studying whether infants can 
distinguish one stimulus from another by measuring the 
length of time they attend to different stimuli 
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FIGURE 3.11 - FANTZ’S EXPERIMENT 
ON INFANTS’ VISUAL PERCEPTION 
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EXPLORING SENSORY AND 
PERCEPTUAL DEVELOPMENT 
• Habituation and dishabituation 
• Habituation: Name given to decreased responsiveness to a 
stimulus after repeated presentations of the stimulus 
• Dishabituation: Recovery of a habituated response after a 
change in stimulation 
• Equipment 
• Technology can facilitate the use of most methods for 
investigating the infant’s perceptual abilities 
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FIGURE 3.13 - VISUAL ACUITY 
DURING THE FIRST MONTHS OF LIFE 
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VISUAL PERCEPTION 
• Perceptual patterns 
• Even 2- to 3-week-old infants prefer to look at patterned 
displays rather than at nonpatterned displays 
• Perceiving occluded objects 
• Depth perception 
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FIGURE 3.14 - INFANTS’ PREDICTIVE TRACKING 
OF A BRIEFLY OCCLUDED MOVING BALL 
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FIGURE 3.15 - EXAMINING INFANTS’ DEPTH 
PERCEPTION ON THE VISUAL CLIFF 
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OTHER SENSES 
• Hearing 
• Changes in hearing 
• LoudnessOther Senses 
• Pitch 
• Localization 
• Touch and pain 
• Smell 
• Taste 
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INTERMODAL PERCEPTION 
• Involves integrating information from two or more 
sensory modalities 
• Vision and hearing 
• Most perception is intermodal 
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NATURE, NURTURE, AND PERCEPTUAL 
DEVELOPMENT 
• Nativists - Emphasize nature 
• Empiricists - Emphasize learning and experience 
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PERCEPTUAL MOTOR COUPLING 
• Perception and action are not isolated but rather 
are coupled 
• Individuals perceive in order to move and move in 
order to perceive 
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COGNITIVE DEVELOPMENT 
• Piaget’s theory 
• Learning, remembering, and conceptualizing 
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PIAGET’S THEORY 
• Processes of development 
• Schemes: Actions or mental representations that organize 
knowledge 
• Behavioral scheme 
• Mental scheme 
• Assimilation: Using existing schemes to deal with new 
information or experiences 
• Accommodation: Adjusting schemes to fit new information 
and experiences 
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PIAGET’S THEORY 
• Organization: Grouping of isolated behaviors and thoughts 
into a higher-order system 
• Equilibration and stages of development 
• Equilibration: Mechanism by which children shift from one stage 
of thought to the next 
• Individuals go through four stages of development 
• Cognition is qualitatively different from one stage to another 
• Sensorimotor stage: Lasts from birth to about age 2 
• Object permanence: Understanding that objects and 
events continue to exist: 
• When they cannot directly be seen, heard, or touched 
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FIGURE 3.17 - OBJECT PERMANENCE 
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EVALUATING PIAGET’S 
SENSORIMOTOR STAGE 
• A-not-B error: Tendency of infants to reach where 
an object was located earlier rather than where the 
object was last hidden 
• Older infants are less likely to make the A-not-B error 
because their concept of object permanence is more 
complete 
• Core knowledge approach: States that infants are 
born with domain-specific innate knowledge 
systems 
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LEARNING, REMEMBERING, AND 
CONCEPTUALIZING 
• Operant conditioning 
• If an infant’s behavior is followed by a rewarding stimulus, 
the behavior is likely to recur 
• Attention: 
• Focusing of mental resources on select information 
• Habituation and dishabituation closely linked 
• Joint attention: Requires 
• Ability to track another’s behavior 
• One person’s directing another’s attention 
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LEARNING, REMEMBERING, AND 
CONCEPTUALIZING 
• Reciprocal interaction 
• Imitation 
• Involves flexibility and adaptability 
• Deferred imitation: Occurs after a delay of hours or days 
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LEARNING, REMEMBERING, AND 
CONCEPTUALIZING 
• Memory 
• Involves retention of information over time 
• Implicit memory: Without conscious recollection 
• Explicit memory: Conscious remembering of facts and 
experiences 
• Childhood amnesia - Most adults can remember little, if 
anything, from the first 3 years of their life 
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LEARNING, REMEMBERING, AND 
CONCEPTUALIZING 
• Concept formation and categorization 
• Concepts: Cognitive groupings of similar objects, events, 
people, or ideas 
• Perceptual categorization 
• Conceptual categorization 
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LANGUAGE DEVELOPMENT 
• Defining language 
• How language develops 
• Biological and environmental influences 
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DEFINING LANGUAGE 
• Language: Form of communication 
• Spoken, written, or signed 
• Based on a system of symbols 
• Consists of the words used by a community and the rules for 
varying and combining them 
• Infinite generativity - Ability to produce an endless 
number of meaningful sentences using: 
• Finite set of words and rules 
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HOW LANGUAGE DEVELOPS 
• Babbling and gestures 
• Crying 
• Cooing 
• Babbling 
• Showing and pointing 
• Recognizing language sounds 
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HOW LANGUAGE DEVELOPS 
• First words 
• Infancy receptive vocabulary considerably exceeds 
spoken vocabulary 
• Receptive vocabulary - Words the child understands 
• Spoken vocabulary - Words the child uses 
• Vocabulary spurt 
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FIGURE 3.23 - VARIATION IN 
LANGUAGE MILESTONES 
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HOW LANGUAGE DEVELOPS 
• Two-word utterances 
• To convey meaning child relies on: 
• Gesture, tone, and context 
• Telegraphic speech: Use of short and precise words without 
grammatical markers: 
• Articles, auxiliary verbs, and other connectives 
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BIOLOGICAL INFLUENCES 
• Regions involved in language 
• Broca’s area - In the brain’s left frontal lobe that is involved 
in speech production 
• Wernicke’s area - In the brain’s left hemisphere that is 
involved in language comprehension 
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FIGURE 3.25 - BROCA’S AREA AND 
WERNICKE’S AREA 
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BIOLOGICAL INFLUENCES 
• Language acquisition device (LAD): Chomsky’s term 
that describes a biological endowment enabling 
the child to: 
• Detect the features and rules of language, including 
phonology, syntax, and semantics 
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ENVIRONMENTAL INFLUENCES 
• Behaviorist view of language learning has several 
problems 
• Does not explain how people create novel sentences 
• Children learn the syntax of their native language even if 
they are not reinforced for doing so 
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ENVIRONMENTAL INFLUENCES 
• Vocabulary development is linked to: 
• Family’s socioeconomic status 
• Type of talk that parents direct to their children 
• Child-directed speech: Language spoken in a 
higher pitch than normal, using simple words and 
sentences 
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ENVIRONMENTAL INFLUENCES 
• Three strategies to enhance child’s acquisition of 
language: 
• Recasting 
• Expanding 
• Labeling 
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INTERACTIONIST VIEW 
• Biology and experience contribute to language 
development 
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Santrock essentials 3e_ppt_ch03

  • 1. PHYSICAL AND COGNITIVE DEVELOPMENT IN INFANCY © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3 ESSENTIALS OF LIFE-SPAN DEVELOPMENT JOHN W. SANTROCK 3e
  • 2. CHAPTER OUTLINE • Physical growth and development in infancy • Motor development • Sensory and perceptual development • Cognitive development • Language development © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-2
  • 3. PHYSICAL GROWTH AND DEVELOPMENT IN INFANCY • Patterns of growth • Height and weight • The brain • Sleep • Nutrition © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-3
  • 4. PATTERNS OF GROWTH • Cephalocaudal pattern: Sequence in which the earliest growth always occurs at the top • Physical growth and differentiation of features work their way down from top to bottom • Proximodistal pattern: Sequence in which growth starts at the center of the body and moves toward the extremities © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-4
  • 5. HEIGHT AND WEIGHT • The average American newborn is 20 inches long and weighs 7 pounds • Most of the newborns are 18 to 22 inches long and weigh between 5 and 10 pounds • Grow about 1 inch per month during the first year • By 2 years of age • Infants weigh approximately 26 to 32 pounds • Average 32 to 35 inches in height © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-5
  • 6. THE BRAIN • Contains tens of billions of nerve cells at birth • Shaken baby syndrome - Brain swelling and hemorrhaging © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-6
  • 7. THE BRAIN • Brain’s development • Mapping the brain • Brain has two halves • Lateralization: Specialization of function in one hemisphere of the cerebral cortex or the other © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-7
  • 8. FIGURE 3.2 - THE BRAIN’S FOUR LOBES © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-8
  • 9. FIGURE 3.3 - THE NEURON © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-9
  • 10. THE BRAIN • Changes in neurons • Myelination • Connectivity among neurons increases • Changes in regions of the brain • Blooming and pruning vary by brain region • Peak of synaptic overproduction in the visual cortex followed by a gradual retraction • Heredity and environment influence the timing and course • Pace of myelination varies © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-10
  • 11. FIGURE 3.4 - DENDRITIC SPREADING © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-11
  • 12. FIGURE 3.5 - SYNAPTIC DENSITY IN THE HUMAN BRAIN FROM INFANCY TO ADULTHOOD © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-12
  • 13. THE BRAIN • Early experience and the brain • Children in deprived environment may have depressed brain activity • Brain demonstrates both flexibility and resilience © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-13
  • 14. FIGURE 3.6 - PLASTICITY IN THE BRAIN’S HEMISPHERES © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-14
  • 15. THE BRAIN • Neuroconstructivist view: • Biological processes and environmental conditions influence the brain’s development • Brain has plasticity and is context dependent • Development of the brain and the child’s cognitive development are closely linked © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-15
  • 16. SLEEP • Typical newborn sleeps 16 to 17 hours a day • Infant sleep-related problem - Night-time waking • REM sleep - Rapid eye movement sleep • Infants spend about half of their sleep time in REM sleep • Often begin sleep cycle with REM sleep rather than non- REM sleep © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-16
  • 17. SLEEP • Sudden infant death syndrome (SIDS): Occurs when an infant stops breathing, usually at night • Suddenly dies without an apparent cause © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-17
  • 18. SIDS - FINDINGS • Occurs mostly in infants with abnormal brain stem functioning involving serotonin • More likely to occur: • In low birth weight infants • In African American and Eskimo infants • In infants passively exposed to cigarette smoke • When infants and parents share the same bed • When infants use a pacifier when they go to sleep • When infants sleep in a bedroom with a fan © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-18
  • 19. NUTRITION • Breast versus bottle-feeding • Breast feeding is better • Benefits of breast feeding - Outcomes for the child • Appropriate weight gain • Lowered risk of childhood obesity • Fewer gastrointestinal infections • Fewer lower respiratory tract infections © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-19
  • 20. NUTRITION • Benefits of breast feeding - Outcomes for the mother • Lower incidence of breast cancer • Reduction in ovarian cancer • Mother should not breast feed if: • Infected with HIV or some other infectious disease • She has active tuberculosis • She is taking any drug that is not safe for the infant © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-20
  • 21. NUTRITION • Nutritional needs • Are individual among infants • Adequate early nutrition is an important aspect of healthy development © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-21
  • 22. MOTOR DEVELOPMENT • The Dynamic Systems view • Reflexes • Gross motor skills • Fine motor skills © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-22
  • 23. DYNAMIC SYSTEMS THEORY • Infants assemble motor skills for perceiving and acting • Perception and action are coupled together • Motor skill is developed by: • Development of the nervous system • Body’s physical properties and its possibilities for movement • Goal the child is motivated to reach • Environmental support for the skill © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-23
  • 24. REFLEXES • Built-in reactions to stimuli • Govern the newborn’s movements • Genetically carried survival mechanisms that are automatic and involuntary • Rooting reflex - Occurs when the infant’s cheek is stroked or the side of the mouth is touched • Turns his or her head in an effort to find something to suck © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-24
  • 25. REFLEXES • Sucking reflex - Occurs when newborns automatically suck an object placed in their mouth • Enables newborns to get nourishment before they have associated a nipple with food © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-25
  • 26. REFLEXES • Moro reflex - Occurs in reaction to a sudden, intense noise or movement • Believed to be a way of grabbing for support while falling • Grasping reflex - Occurs when something touches the infant’s palms • Responds by grasping tightly © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-26
  • 27. GROSS MOTOR SKILLS • Involve large-muscle activities • Such as moving one’s arms and walking • Newborn infants cannot voluntarily control their posture • Locomotion and postural control are closely linked, especially in walking upright © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-27
  • 28. FIGURE 3.9 - MILESTONES IN GROSS MOTOR DEVELOPMENT © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-28
  • 29. GROSS MOTOR SKILLS • Development in the second year • Toddlers become more mobile are motor skills are honed • By 13-18 months • Toddlers can pull a toy or climb stairs • By 18-24 months • Toddlers can walk quickly • Balance on their feet • Walk backward and stand and kick a ball © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-29
  • 30. FINE MOTOR SKILLS • Involve more finely tuned movements • Grasping a toy, using a spoon, buttoning a shirt, or anything that requires finger dexterity • Infants need to exercise their fine motor skills • Pincer grip © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-30
  • 31. SENSORY AND PERCEPTUAL DEVELOPMENT • Exploring sensory and perceptual development • Visual perception • Other senses • Intermodal perception • Nature, nurture, and perceptual development • Perceptual motor coupling © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-31
  • 32. EXPLORING SENSORY AND PERCEPTUAL DEVELOPMENT • Sensation: Occurs when information interacts with sensory receptors • Eyes, ears, tongue, nostrils, and skin • Perception: Interpretation of what is sensed © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-32
  • 33. EXPLORING SENSORY AND PERCEPTUAL DEVELOPMENT • Ecological view • Directly perceives information that exists in the world around us • Studying the infant’s perception • Visual preference method: Studying whether infants can distinguish one stimulus from another by measuring the length of time they attend to different stimuli © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-33
  • 34. FIGURE 3.11 - FANTZ’S EXPERIMENT ON INFANTS’ VISUAL PERCEPTION © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-34
  • 35. EXPLORING SENSORY AND PERCEPTUAL DEVELOPMENT • Habituation and dishabituation • Habituation: Name given to decreased responsiveness to a stimulus after repeated presentations of the stimulus • Dishabituation: Recovery of a habituated response after a change in stimulation • Equipment • Technology can facilitate the use of most methods for investigating the infant’s perceptual abilities © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-35
  • 36. FIGURE 3.13 - VISUAL ACUITY DURING THE FIRST MONTHS OF LIFE © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-36
  • 37. VISUAL PERCEPTION • Perceptual patterns • Even 2- to 3-week-old infants prefer to look at patterned displays rather than at nonpatterned displays • Perceiving occluded objects • Depth perception © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-37
  • 38. FIGURE 3.14 - INFANTS’ PREDICTIVE TRACKING OF A BRIEFLY OCCLUDED MOVING BALL © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-38
  • 39. FIGURE 3.15 - EXAMINING INFANTS’ DEPTH PERCEPTION ON THE VISUAL CLIFF © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-39
  • 40. OTHER SENSES • Hearing • Changes in hearing • LoudnessOther Senses • Pitch • Localization • Touch and pain • Smell • Taste © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-40
  • 41. INTERMODAL PERCEPTION • Involves integrating information from two or more sensory modalities • Vision and hearing • Most perception is intermodal © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-41
  • 42. NATURE, NURTURE, AND PERCEPTUAL DEVELOPMENT • Nativists - Emphasize nature • Empiricists - Emphasize learning and experience © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-42
  • 43. PERCEPTUAL MOTOR COUPLING • Perception and action are not isolated but rather are coupled • Individuals perceive in order to move and move in order to perceive © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-43
  • 44. COGNITIVE DEVELOPMENT • Piaget’s theory • Learning, remembering, and conceptualizing © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-44
  • 45. PIAGET’S THEORY • Processes of development • Schemes: Actions or mental representations that organize knowledge • Behavioral scheme • Mental scheme • Assimilation: Using existing schemes to deal with new information or experiences • Accommodation: Adjusting schemes to fit new information and experiences © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-45
  • 46. PIAGET’S THEORY • Organization: Grouping of isolated behaviors and thoughts into a higher-order system • Equilibration and stages of development • Equilibration: Mechanism by which children shift from one stage of thought to the next • Individuals go through four stages of development • Cognition is qualitatively different from one stage to another • Sensorimotor stage: Lasts from birth to about age 2 • Object permanence: Understanding that objects and events continue to exist: • When they cannot directly be seen, heard, or touched © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-46
  • 47. FIGURE 3.17 - OBJECT PERMANENCE © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-47
  • 48. EVALUATING PIAGET’S SENSORIMOTOR STAGE • A-not-B error: Tendency of infants to reach where an object was located earlier rather than where the object was last hidden • Older infants are less likely to make the A-not-B error because their concept of object permanence is more complete • Core knowledge approach: States that infants are born with domain-specific innate knowledge systems © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-48
  • 49. LEARNING, REMEMBERING, AND CONCEPTUALIZING • Operant conditioning • If an infant’s behavior is followed by a rewarding stimulus, the behavior is likely to recur • Attention: • Focusing of mental resources on select information • Habituation and dishabituation closely linked • Joint attention: Requires • Ability to track another’s behavior • One person’s directing another’s attention © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-49
  • 50. LEARNING, REMEMBERING, AND CONCEPTUALIZING • Reciprocal interaction • Imitation • Involves flexibility and adaptability • Deferred imitation: Occurs after a delay of hours or days © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-50
  • 51. LEARNING, REMEMBERING, AND CONCEPTUALIZING • Memory • Involves retention of information over time • Implicit memory: Without conscious recollection • Explicit memory: Conscious remembering of facts and experiences • Childhood amnesia - Most adults can remember little, if anything, from the first 3 years of their life © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-51
  • 52. LEARNING, REMEMBERING, AND CONCEPTUALIZING • Concept formation and categorization • Concepts: Cognitive groupings of similar objects, events, people, or ideas • Perceptual categorization • Conceptual categorization © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-52
  • 53. LANGUAGE DEVELOPMENT • Defining language • How language develops • Biological and environmental influences © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-53
  • 54. DEFINING LANGUAGE • Language: Form of communication • Spoken, written, or signed • Based on a system of symbols • Consists of the words used by a community and the rules for varying and combining them • Infinite generativity - Ability to produce an endless number of meaningful sentences using: • Finite set of words and rules © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-54
  • 55. HOW LANGUAGE DEVELOPS • Babbling and gestures • Crying • Cooing • Babbling • Showing and pointing • Recognizing language sounds © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-55
  • 56. HOW LANGUAGE DEVELOPS • First words • Infancy receptive vocabulary considerably exceeds spoken vocabulary • Receptive vocabulary - Words the child understands • Spoken vocabulary - Words the child uses • Vocabulary spurt © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-56
  • 57. FIGURE 3.23 - VARIATION IN LANGUAGE MILESTONES © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-57
  • 58. HOW LANGUAGE DEVELOPS • Two-word utterances • To convey meaning child relies on: • Gesture, tone, and context • Telegraphic speech: Use of short and precise words without grammatical markers: • Articles, auxiliary verbs, and other connectives © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-58
  • 59. BIOLOGICAL INFLUENCES • Regions involved in language • Broca’s area - In the brain’s left frontal lobe that is involved in speech production • Wernicke’s area - In the brain’s left hemisphere that is involved in language comprehension © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-59
  • 60. FIGURE 3.25 - BROCA’S AREA AND WERNICKE’S AREA © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-60
  • 61. BIOLOGICAL INFLUENCES • Language acquisition device (LAD): Chomsky’s term that describes a biological endowment enabling the child to: • Detect the features and rules of language, including phonology, syntax, and semantics © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-61
  • 62. ENVIRONMENTAL INFLUENCES • Behaviorist view of language learning has several problems • Does not explain how people create novel sentences • Children learn the syntax of their native language even if they are not reinforced for doing so © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-62
  • 63. ENVIRONMENTAL INFLUENCES • Vocabulary development is linked to: • Family’s socioeconomic status • Type of talk that parents direct to their children • Child-directed speech: Language spoken in a higher pitch than normal, using simple words and sentences © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-63
  • 64. ENVIRONMENTAL INFLUENCES • Three strategies to enhance child’s acquisition of language: • Recasting • Expanding • Labeling © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-64
  • 65. INTERACTIONIST VIEW • Biology and experience contribute to language development © 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3-65