PSY210H1 Lecture Notes - Lecture 7: Social Cognition, Deductive Reasoning, Statistical Hypothesis Testing
Lecture 6 Continued…
Do infants learn from Baby DVDs?
May studies suggest that infants do not learn words from watching TV.
American Academy of Pediatrics recommended no screen time fro children under 2. In
today’s society, have revise this.
Baby Mozart has been sued for making false claim about educational time
DeLoache et al., 2010
•Tested 12 to 18 month olds(children learn a lot of words every day,18
months, naming explosion) who watched Baby Einstein several times a
week at home
Video with no interaction
Video with interaction, mom and dad talk about the video with the child.
Parent teaching, the parent not watching the DVD, give a list and ask the parents to
teach the child the words on the list.
Control: the parents weren’t give the list, and not watching the video
5 times a week for 4 times. 18 months
•Main finding: no more learning than the controls
•Best learning in children who simply played with adults
•Best for parent teaching, then video with interaction. The video makes no
improvement.
Lack of the interested of the video, survey the parents about how much the baby like the
video, then the baby show highly preference for that.
Production Errors
Overextension-the use of a single word to cover many things
Underextension-the use of a single word in a restricted and individualistic
way
From two-word speech to complex utterances
Telegraphic speech
“daddy eat” truck go”
2+ years
adding grammatical morphemes, add the s to signify the plural, ed
signify the past. do this even with the novel words.
Over-regularization: applying rules to words that are exceptions to the
rule pg.332 add s to goose. start to make some grammatical error.
SES(socioeconomic status) and Language
Children from low SES households have been shown to have:
•smaller vocabulary size, less grammatical proficiency & less complex
utterances than children from higher SES families.
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•One study reported that 24-month-olds from low SES families were 6
months behind peers from high SES
WHY?
Prenatal care, crime, stress, lower parental education, lower quality daycare, nutrition.
These factors account for very little.
Biggest predictor: the number of the words that the parents speak to that child. amount of
language input.
•In 1 week :
High SES children hear 215,000 words
Middle SES children hear 125,000 words,
lower SES children hear an average of 62,000 words
•By the child’s fourth birthday there is a 30 million word gap in the number
of words heard by children in low SES compared to children in high SES
environments.
Quantity & Quality
•Number of words directed to the child as well as the diversity of the
lexical input matters
•How do we reduce this gap? tell the parents to talk more with their child
will reduce this gap
Bilingualism
Researchers have found that bilingualism does not interfere with performance in
either language.
■Vocabulary size, if only measure one language in vocabulary, it
maybe small. However, when you combine, it not small.
■Code switching: speak one language, insert another language into
other.
Children fluent in two languages exhibit superior:
Cognitive flexibility: Attention switching: switch from one task to another,
when change the role, they are better to switch to the adaption. Inhibition:
better able to hold back the response, hold back for one language, and
speak another language.
Metalinguistic awareness: aware of linguistic diversity
Lecture 7 – Cognitive Development
Cognition ! the mental activities through which human beings acquire knowledge
Combination of mental processes: perception, attention, leaning memory and
reasoning
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Piaget’s（ Swisse, most influential) Theory of Cognitive Development
Children are scientists
They are naturally curious
Play an active role in acquiring knowledge.
•Play an active role in acquiring knowledge
•Children tend to make the same mistake for same reason.
Piaget’s Cognitive Processes
Schema- an organized unit of knowledge that the child uses to try to understand a
situation. mental structured, group of interrelated memory that a child have. Are
not always corrected, can be changed and modify by the experience, and the
information that getting from the environment.
Assimilation- new experiences are readily incorporated into child’s existing
theories (pg 192)When encountering the new information, modify this
information to fit into the old schema that they have. eg, put the new toy into the
month as what the child do for the old toy.
Accommodation-theories are modified based on experience (pg 192)Actual
change the theory, because it is not gonna work in this situation. Can’t use the
same schema, try other way.
How change occurs?
Children can assimilate most experiences into existing schema- occasionally
accommodating
Equilibration
•When this balance is upset disequilibrium occurs children must
reorganize their schemas to return to a state of equilibrium. When
accommodate a lot, assimilate less, then reorganized the schema,
return back to the state of equilibrium.
Piaget’s Stages of Cognitive Development: progress those stages in the same order, take
in the orderly procedure.
1) Sensorimotor (Birth - 2 years): infant progresses form simple reflex actions
to symbolic processing. In their head. Needs to be constructed, not innate.
Young children have that out site, out of mind. When can’t see, then won’t
looking for it.
Move from reflexive behavior to beginnings of symbolic thought/ goal directed
behaviors
Develop object permanence
The realization that objects continue to exist when they are no longer
visible
understand the objects exist independently.
Young child won’t search for that.
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