ch 6 piaget
Piaget Cognition
changes in an integrative way. order of development rooted in biology. constructivist approach (child drives own changes).
interaction between developing persons and the surrounding society. social interaction necessary "cooperative dialogues". social contexts contribute to cognitive development
sociocultural theory
egocentric speech:
self-directed utterances
reflect ongoing mental activity
shifted to communicative speech with age
little role in cognitive dev
Piaget's Theory of Language/Thought
Environment (Child Directed Speech)
Gender - females ahead in terms of vocabulary
Personality - shy/outgoing
Language Style
Language Delay in some kids and others not
Individual Differences in Language Development
overextension- overgeneralization
underextension- using one word for small range of objects
strategies for inferring word meanings. use of social and context cues. processing constraints. syntactical cues to word meaning.
common errors in word use
Learned through operant conditioning (reinforcement) and imitation. Environment/nature. AKA The Learning (Empiricist) Perspective. Imitation, reinforcement, and correction are responsible for learning language. Evaluation of the Learning Perspective: Imitation and Reinforcement are important (regional accents) & Syntax (grammatical correctness) not reinforced
Behaviorist Theory of Language Dev
Before language
Early reactions to speech
3 days old prefer mother's voice
can distinguish phonemes adults cannot
importance of intonational cues
sensitive to cues from birth
7 months sensitive to phrase units
The Prelinguistic Period
18-24 months
simple sentences, containing only critical words (no grammatical markers)
more common in languages where word order is more important than grammatical markers
semantic intent (meaning) requires words and context
the telegraphic period
Organization
ontogenetic development - dev. over one's entire lifetime
microgenetic development - changes over a brief period of time (walk in and out of class)(one month, day)
phylogenetic development - changes over evolutionary time
sociohistorical development - changes in culture
the role of culture in development
Inborn Language Acquisition Device biologically prepares infants to learn rules of language. Biology/nurture. Humans are biologically programmed to acquire language. Language Acquisition Device (Chomsky) is activated by verbal input. Language-Making Capacity (Slobin) is the cognitive and perceptual abilities specialized for language learning.
Support: Presence of linguistic universals across peoples. Language is species specific. Brain Specialization and Language- Broca's area for speech production, Wernicke's area for speech comprehension, and Sensitive Period Hypothesis is the language most easily acquired from birth to puberty
Problems: Other species show auditory discrimination early in life (LAD not needed). Doesn't explain language dev. Overlooked the role of the environment.
The Nativist Theory of Language Dev
6 months - babbling
8-11 months: intonation
10 months - deliberate communication efforts (pointing and looking)
12 months - first words (consonant/vowel pairs) & initiate conversation
Steps to Speech: Prelinguistic Infants
2 1/2 to 5 years old - sentences become more complex and adultlike
grammatical development- grammatical morphemes (how we use words). transformational rules. semantic development.
language learning during the preschool period
Adaptation and it's 2 Actions
building schemes via direct interaction with the environment. two actions: Assimilation - new info into existing schemes & Accommodation - modify existing scheme for new info
born with elementary mental functions (attention, sensation, perception, memory)
culture transforms these into higher mental functions - culture specific tools allow for the use of basic functions more adaptively
tools of intellectual adaptation
Inner capacities and environment work together and social context is important (combo of both Behaviorist and Nativist). Has biological and cognitive contributors. Biologically prepared to acquire language. Gradually maturing nervous system, develop similar ideas at the same age. Biological maturation affects cognitive dev which affects language
The Interactionist Theory of Language Dev
7-8 months: vocal turn taking (pragmatics)
8-10 months: gestures and nonverbal communication, declarative=directing attention & imperative=alter other's behavior
12-13 months: understand meaning of words. receptive language develops earlier than expressive language
Prelinguistic Period: language and communication
2 yrs - have a vocab of 300ish words
preschool - referential communication adjust message to listener
age 6 - have a vocab of 10,000 words
Steps to speech: toddlers and Young children
Piaget's Stages
Sensorimotor - birth to 2 years. Repetition is key. coordinate sensory inputs and motor skills. develop problem solving abilities. circular reactions gives means to adapt to 1st schemes. baby stumbles onto new experience caused by motor activity>baby repeats activity bc it's fun>activity gets elaborated and represented mentally as a scheme. Object permanence - knowing an object is there even if its not visible. A not B error task - child saw them put toy in spot A first 2x and then spot B last 2x but continually looked for toy in spot A.
Preoperational - 2 to 7 years. gains in mental representation: symbolic function, language, and pretend play. Limitations/Deficits: egocentrism (failure to distinguish that your view may differ from everyone else's) and appearance/reality distinction, dual representations, & conservations (inability to conserve). representing an object more than one way at a time. lack of conservation/decentration/reversibility
Concrete Operational - 7 to 11 years. understanding cognitive operations by internal mental activity to modify symbols to reach a logical conclusion. Conservation is capable of decentering and reversibility. Relational logic is capable of mental seriation and transitivity. Limited to real or tangible aspects of experience.
Formal Operational - 11+ years. hypothetico-deductive reasoning is the ability to generate hypothesis and use deductive reasoning (general to specific). inductive reasoning (specific to general). thought is systematic, rational, and abstract.
Cognitive dev varies across cultures - Vygotsky
Cognitive dev mostly universal across cultures - Piaget
Cognitive dev stems form independent explorations - Piaget
Children are active - both
Cognitive dev stems from social interactions - Vygotsky
Individual (egocentric) processes become social processes - Piaget
Social processes become individual/psychological processes - Vygotsky
Peers are important - Piaget
Skilled Peers - Vygotsky
Adults are important - Vygotsky
Piaget vs. Vygotsky
Conversations require taking turns
Child-directed Speech or Motherese becomes more complex with language dev
Must be involved in using language, just exposure to speech is not sufficient
Environmental Supports: Conversation
one word sentences
early semantics: building a vocabulary. naming explosion happens around 18-24 months. talk most about manipulable objects (toys). multimodel motherese - exaggerated sentences by an adult accompanied by an action explaining the words
The Holophrase Period
Increases in morphological knowledge, metalinguistic awareness, and referential communication
Language dev: middle childhood and adolescence