Professional Documents
Culture Documents
BIRTH – 2 YEARS
SENSATION AND PERCEPTION LEARNING IN INFANCY
MOTOR DEVELOPMENT EARLY PRECURSORS TO LANGUAGE
INFANT DEVELOPMENT
• PHYSICAL GROWTH • COGNITIVE DEVELOPMENT
• MOTOR SKILLS • UNDERSTANDING AND
REPRESENTING
• SOCIOEMOTIONAL OBJECTS/PEOPLE IN THE
DEVELOPMENT ENVIRONMENT
• EMOTIONS • SENSATION AND PERCEPTION
• ATTACHMENT • THINKING, MEMORY,
• TEMPERAMENT/PERSONALITY ATTENTION
• LANGUAGE
THERE’S A LOT THAT HAPPENS IN INFANCY.
• INFLUENCES ON • REFLEXES
DEVELOPMENT • CRYING AS COMMUNICATION
• GENES
• MOTOR SKILLS DEVELOPMENT
• ENVIRONMENT
• SENSATION AND PERCEPTION
• SLEEP
CHANGES
GENE-ENVIRONMENT INTERACTION
Differences in genetic
make-up means that
people will differ in
how susceptible they
are to the environment.
DETERMINANTS OF INFANT DEVELOPMENT
GENES & ENVIRONMENT
1. PASSIVE CORRELATION – PARENTS PASS ON GENES AND PROVIDE THE
ENVIRONMENT
1. E.G., MUSICALLY INCLINED PEOPLE
2. EVOCATIVE CORRELATION – CHILDREN “EVOKE” RESPONSES FROM OTHERS,
INFLUENCED BY HEREDITY
1. E.G., HAPPY, OUTGOING CHILD
3. ACTIVE CORRELATION – PEOPLE SEEK ENVIRONMENTS THAT FIT WITH
GENETIC TENDENCIES (“NICHE PICKING”)
1. E.G., CHILDREN SEEK OUT ENVIRONMENTS THEY PREFER
EVOCATIVE GENE-ENVIRONMENT CORRELATION
• NURSES (UNINTENTIONALLY) HAVE A MARKED PREFERENCE FOR
”ATTRACTIVE” NEWBORNS
• BOY BABIES OF NORMAL HEALTH, BULKY AND MUSCULAR
• GIRL BABIES WHO WERE SMALLER
DROWSINESS VARIES
…is
communication!!
INFANT CRYING PATTERNS
• CRYING IS COMPLEX STIMULUS THAT
VARIES IN INTENSITY
• CREATES STRONG RESPONSE IN ADULTS
• INTERPRETATION
• ADULTS USE INTENSITY AND CONTEXT
• ACCURACY IMPROVES WITH EXPERIENCE
Unconditioned Unconditioned
Stimulus Response
(Rocking) (Sleeping)
• INVOLVES A REFLEX
• E.G., SUCKING – WHEN SOMETHING IS PUT INTO A BABY’S MOUTH, THEY IMMEDIATELY BEGIN
SUCKING ON IT. SO, WHEN A BOTTLE OR A NIPPLE IS INSERTED, THEY GET FOOD.
• EVENTUALLY, THEY BEGIN SUCKING UPON SEEING THE FOOD SOURCE.
OPERANT CONDITIONING TERMS
REINFORCER PUNISHMENT
• INCREASES PROBABILITY OF BEHAVIOR • REDUCES PROBABILITY OF BEHAVIOR
OCCURRING AGAIN OCCURRING AGAIN
• PRESENTATION/ADDITION OF DESIRABLE • PRESENTATION/ADDITION OF UNPLEASANT
STIMULUS (POSITIVE) STIMULUS (POSITIVE)
• REMOVING UNPLEASANT STIMULUS • REMOVING DESIRABLE STIMULUS
(NEGATIVE) (NEGATIVE)
OPERANT CONDITIONING
• VISUAL EXPECTANCY – INFANT’S ABILITY TO FORM EXPECTANCIES FOR THE FUTURE BASED ON
PAST EXPERIENCE
• DIFFERENTIATION – ABILITY TO NOTICE ELEMENTS IN A CHANGING ENVIRONMENT
• AFFORDANCES – POSSIBILITIES FOR ACTIONS OFFERED BY OBJECTS AND SITUATIONS
• INFANTS LEARN THESE REGULARITIES AND NOTICE DIFFERENCES.
EVIDENCE THAT INFANTS
RECOGNIZE DIFFERENT
STIMULI OR FIND SOME
STIMULI MORE
SURPRISING THAN
OTHERS
MOTOR DEVELOPMENT
MOTOR SKILLS ARE DYNAMIC SYSTEMS
• PRE-REACHING
• REACHING
• ULNAR/PALMAR GRASP MOVE THINGS
HAND TO HAND
• PINCER GRASP
ENVIRONMENTAL INFLUENCES
ON MOTOR DEVELOPMENT
• EXPECTATIONS ABOUT MOTOR
DEVELOPMENT
• FORMAL AND INFORMAL ENVIRONMENTAL
OPPORTUNITIES
PERCEPTUAL DEVELOPMENT
WHAT ARE WE ABLE TO PERCEIVE AT BIRTH?
HOW DOES THIS CHANGE OVER THE FIRST YEAR OF LIFE?
TOUCH
• PREFERENCES
• SLOW, CLEAR, HIGH PITCHED
• OWN MOTHER’S VOICE
• DEPTH PERCEPTION
DEVELOPS AROUND 5
MONTHS (3-7 MO)
• (INFANTS DON’T SEE IN 3-D
UNTIL 5 MONTHS)
DEPTH PERCEPTION