 |  A Child's World: Infancy through Adolescence, 9/e Diane E. Papalia,
University of Wisconsin-Madison
Sally Wendkos Olds
Ruth Duskin Feldman
Cognitive Development during the First Three Years
Learning Objectives
LEARNING OBJECTIVES FOR SECTION IAfter reading and reviewing this section of Chapter 7, you should be able to do
the following.
Compare the concerns and methods of the behaviorist, psychometric, and
Piagetian approaches to understanding and assessing cognitive development.
Describe how classical and operant conditioning work and give an example
of how each can be studied in infants.
Summarize what experiments using operant conditioning have found out
about infants' memory capabilities.
Explain why and how intelligence tests are standardized, and the importance
of validity and reliability.
Explain why it is difficult to measure infants' and toddlers' intelligence
reliably.
State a purpose for administering developmental tests to infants and
describe one such test.
Describe an instrument used to measure the impact of the home environment
on cognitive growth, and name at least two factors that seem to affect infants'
and toddlers' future intelligence test scores.
Identify six developmental priming mechanisms that help children get
ready for schooling.
List at least six suggestions for fostering infants' and toddlers' cognitive
and social competence.
Describe an early educational intervention for disadvantaged children,
and identify five factors in the effectiveness of such a program.
Identify the major changes that occur during the sensorimotor stage,
according to Piaget.
List the substages of Piaget's sensorimotor stage, describe the development
that occurs during each substage, and give an example of typical behavior
at each substage.
Explain how representational ability makes possible deferred imitation
and pretend play.
Trace the development of object permanence through the six substages
of Piaget's sensorimotor stage, and point out how such changes can be seen
in the game of peekaboo.
Assess research on the ages at which invisible imitation and deferred
imitation begin.
Explain why studies using elicited imitation have found infants capable
of long-term recall at an earlier age than Piaget believed possible.
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| | | LEARNING OBJECTIVES FOR SECTION IIAfter reading and reviewing this section of Chapter 7, you should be able to do
the following.
Compare the concerns and methods of the information-processing, cognitive
neuroscience, and social-contextual approaches to understanding and assessing
cognitive development.
Name and describe four information-processing abilities that seem to
be predictors of childhood intelligence.
Explain how the violation-of-expectations method can be used to test
the age at which babies acquire the capacity to reason about the physical
world, and name three abilities which, according to this research, may be
achieved earlier than Piaget thought.
Trace developmental changes in infants' ways of thinking about physical
phenomena.
Give evidence that a responsive caregiver can enhance a baby's ability
to process information.
Distinguish between implicit memory and explicit memory, identify the
brain structures that seem to be involved in each, and explain how preexplicit
memory evolves into explicit memory.
Tell what working memory does, and explain its relationship to the development
of object permanence.
Compare Vygotsky's concepts of guided participation and scaffolding,
and explain why guided participation may be a more useful way of describing
early cognitive development in some cultures.
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| | | LEARNING OBJECTIVES FOR SECTION IIIAfter reading and reviewing this section of Chapter 7, you should be able to
do the following.
List in sequence at least six milestones in language development during
the first 3 years.
Identify, in order of their emergence, four forms of early vocalization,
or prelinguistic speech.
Trace the development of recognition of language sounds during the first
year.
Explain the role of gestures in language development, identify three
types of gestures, and give an example of each.
Distinguish between passive and active (or expressive) vocabulary, and
describe how vocabulary grows during the single-word stage of linguistic speech.
Name four types of words commonly spoken during the single-word stage,
and explain how contextual influences affect choice of words.
Describe the growth of language ability from the time children use their
first sentences to approximately age 3.
Contrast the views of learning theorists and nativists, identify the
single most important factor in language acquisition according to each theory,
and discuss research that supports and challenges each.
Describe how deaf babies' acquire language, and discuss whether these
findings support nativism or learning theory.
Cite evidence for genetic and temperamental influences on linguistic
progress.
Describe ways in which parents' or caregivers' verbal interactions
with babies play a role in each stage of language development.
Identify two contrasting models regarding the source of the impetus
for linguistic progress.
Discuss how parents' socioeconomic status and other factors influence
their style of speaking to their children, and how these speaking styles in
turn influence children's vocabulary.
Discuss the influence of child-directed speech ("parentese")
on language development and assess the pros and cons of its use.
Describe an effective technique for fostering toddlers' preliteracy
skills.
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2002 McGraw-Hill Higher Education