Physchology Section 2

Physchology Section 2 - I ntellectual Development in I...

Info iconThis preview shows pages 1–4. Sign up to view the full content.

View Full Document Right Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: I ntellectual Development in I nfancy and Toddlerhood I. Theoretical Approaches to Studying Intellectual Development A. Behaviorist Theory 1. Classical Conditioning 2. Operant Conditioning 3. Observational Learning B. Psychometric theory 1. Classifying intelligence tests a. Aptitude and achievement tests b. Individuality and group administered tests 2. Wechsler tests 3. Standardization, reliability, and validity 4. Stability of intelligence scores 5. Developmental tests: Bayley scales of infant development C. Piagetian theory 1. Concerned with qualitative stages of developments 2. Sensorimotor stage a. Object permanence b. Stranger anxiety c. Causality d. Limited representational ability D. Information processing theory: habituation, attention recovery abilities, visual novelty preference page 28 1. Two approaches that consider individual differences processing theory and psychometric approach II. Development of Language A. Stages Pg. 29 1. Prespeech (prelinguistic) birth 9mos. Cry different cries mean different things (pitch, intensity), can respond to sound, at about 9 most they begin to use gestures and mimic sounds 2. First words 10-14 months, begins linguistic speech use of spoken language in order to convey meaning 3. First sentences 18-24 months 4. Early syntax 20 30 months, putting words together in correct order, understanding grammar a. Age 3 they are saying up to about 1,000 words B. Characteristics of early speech 1. Simplification use telegraphic speech: use just enough words to get message across - no drink milk 2. Understanding of grammatical relationships they cannot yet express receptive versus expressive speech puppy chase, instead of puppy is chasing the kitty around the table: they understand the concept but they cannot verbally express what is happening 3. Under extension of word meanings restrict a word to a single of object or person koo-ka (car) 4. Over extension of word meanings apply a word to more than one object or person grandpa: sees an old man on TV and thinks it is his grandpa 5. Over regularization of rules does not realize there are sometimes exceptions to a grammar rule mouses/thinked C. Language acquisition device (LAD): Chomsky suggested that children are born with a language acquisition device (LAD) neurological capacity to develop language a. It is not enough to simply have LAD. Babies must interact socially to develop their language skills D. Motherse/Parentese/Child-Directed Speech baby talk use of short words, simple sentences, high pitched tone, repetition of words, exaggerated bowel sounds a. Infants prefer simplified speech to complex speech b. Most adults/children use Motherese naturally c. Despite controversy, investigators do not agree that babies speak sooner/better if they hear and can respond to complex adult speech as Parentese III. Development of Competence: construct that incorporates intellect and...
View Full Document

Page1 / 14

Physchology Section 2 - I ntellectual Development in I...

This preview shows document pages 1 - 4. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online