Description
Students, the Discussion is based on a chapter of your choice included in the Quiz for this week… in order for the student to earn all the points, it requires a posted typed Discussion and a Reply to a classmate’s Discussion, and to follow the instructions below: A minimum of one complete paragraph explaining your understanding of the chapter of your choice. You may include examples, experiences, and theories. Note: a paragraph is a writing structure that requires a minimum of five complete sentences.These five or more sentences should represent a valid knowledge of the topic. The Discussion also requires a Comment or Reply to a classmate’s Discussion.This Comment or Reply requires a minimum of three complete sentences. It is not only about the number of sentences, but the valid knowledge of the topic represented through out the paragraph (Discussion) and/or the three sentences (Comment or Reply). And we are talking about “university student’s sentences” not “Mary is a girl or Tom is a boy” kind of sentences…These three sentences should represent a valid knowledge of the other student’s Discussion.
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Chapter 4:
The Emergence of Thought and Language:
Cognitive Development in Infancy and Early
Childhood
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
1
Icebreaker: Brainstorm
As a class, discuss the following ideas related to cognitive development.
• How do you think children learn about the world? Is it different for babies than it is for toddlers or older children?
• What leads to children thinking the mistaken things they think about the world, like that inanimate objects have
feelings or that their favorite fictional characters are real?
• What about language—how do you learn to talk?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
2
Chapter Objectives
4.1 Describe Piaget’s foundational concepts as well as his sensorimotor and preoperational stages
4.2 Describe the processes of attention and memory in infancy and toddlerhood
4.3 Describe Vygotsky’s sociocultural perspective
4.4 Identify major language milestones occurring in infancy and toddlerhood
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
3
4.1: Piaget’s Account
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
4
Key Questions 1.1
• According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive
development throughout the life span?
• How does thinking become more advanced as infants progress through the sensorimotor stage?
• What are the distinguishing characteristics of thinking during the preoperational stage?
• What are the strengths and weaknesses of Piaget’s theory?
• How have contemporary researchers extended Piaget’s theory?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
5
Basic Principles of Cognitive Development
• Children are active scientists or explorers of their world
• Children make sense of the world through schemes—mental categories of related events, objects, and knowledge
• Children adapt by refining their schemes and adding new ones
• Schemes change from physical to functional, conceptual, and abstract as the child develops
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
6
Assimilation and Accommodation
• Assimilation: fitting new experiences into existing schemes
• Required to benefit from experience
• Accommodation: modifying schemes as a result of new experiences
• Allows for dealing with completely new data or experiences
• Equilibration: inadequate schemes are reorganized or replaced with more advanced and mature schemes
• Equilibrium: balance between assimilation and accommodation
• Disequilibrium: experience of conflict between new information and existing concepts
• Occurs three times during development, resulting in four qualitatively different stages of cognitive development
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
7
Periods of Cognitive Development
• Sensorimotor period (Birth–2 years)
• Infancy
• Preoperational period (2–7 years)
• Preschool and early elementary school
• Concrete operational period (7–11 years)
• Middle and late elementary school
• Formal operational period (11 years and up)
• Adolescence and adulthood
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
8
Sensorimotor Thinking
• Deliberate, means–ends behavior begins around 8 months of age
• Object permanence: knowing an object still exists even if not in view
• Begins about 8 months, but not fully understood until 18 months, according to Piaget
• Using symbols, such as words and gestures, occurs with most toddlers by 18–24 months of age
• Can also anticipate consequences of actions, instead of needing to experience them
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
9
Preoperational Thinking
• Egocentrism
• Difficulty seeing world from another’s perspective
• Animism
• Crediting inanimate objects with life and lifelike properties
• Centration
• Concentrating on only one facet of a problem to the neglect of other facets
• Interferes with conservation
• Appearance is reality
• Assuming that an object is really what it appears to be (e.g., thinking that Shrek is a real ogre)
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
10
Think, Pair, and Share Activity: Animism
Students should find a partner for this activity
It is very common for children to think of inanimate objects as alive in some way, as Piaget pointed out
• Did you or a child you knew ever have a particular favorite inanimate object, like a stuffed animal, that you/they
treated as a living creature?
• What kinds of things made it clear that animism was happening?
• Do you remember when that stopped being the case and it wasn’t “alive” anymore?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
11
Conservation
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
12
Evaluating Piaget’s Theory
Guidelines for fostering cognitive development:
• Create environments where children can actively discover how the world works
• Children profit from experience only when they can interpret this experience with their current cognitive
structures
• Help children actively discover inconsistencies in their thinking
Criticisms:
• Underestimates infants’ and young children’s cognitive ability; overestimates adolescents’ cognitive ability
• Vague about mechanisms/processes of change
• Does not account for variability in children’s performance
• Undervalues the sociocultural environment’s influence on cognitive development
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
13
Extending Piaget’s Account: Children’s Naïve Theories
• Children develop specialized theories about much narrower areas than Piaget suggested
• Core knowledge hypothesis
• Infants understand these properties earlier
• Naïve physics
• Naïve biology
• Four-year-olds understand specific properties of living things
• Teleological explanations; Essentialism
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
14
4.2: Information Processing During Infancy and
Early Childhood
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
15
Key Questions 1.2
• What is the basis of the information-processing approach?
• How well do young children pay attention?
• What kinds of learning take place during infancy?
• Do infants and preschool children remember?
• What do infants and preschoolers know about numbers?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
16
General Principles of Information Processing
• The view that mental development involves changes in mental hardware and software
• Mental hardware: mental and neural structures enabling the mind to operate
• Mental software: mental programs allowing for performance of specific tasks
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
17
Attention
• Attention: when sensory information receives additional cognitive processing
• Compared to older children, preschoolers are less able to pay attention to task-relevant information
• Children’s attention can be improved through pretend play
• Orienting response: emotional and physical reactions to unfamiliar stimulus
• Alerts infant to new or dangerous stimuli
• Habituation: lessened reactions to a stimulus after repeated presentations
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
18
Learning
• Classical conditioning is when an initially “neutral” stimulus (e.g., a bell) becomes able to elicit a response (e.g.,
salivation) that previously was caused only by another stimulus (e.g., food)
• Infants are capable of this conditioning regarding feeding or other pleasant events
• Operant conditioning is when a behavior’s consequences make this behavior’s future occurrence more likely
(reinforcement) or less likely (punishment)
• Giving a toy to a friend results in praise, so you give a friend a toy again in the future (reinforcement)
• Giving a toy to a friend results in being yelled at, so you do not give a toy in the future (punishment)
• Imitation is learning a new behavior by observing others
• Older infants imitate, but do 2- to 3-week-olds? (controversial)
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
19
Memory (1 of 2)
• Rovee-Collier’s experiments reveal that three important features of memory exist in infants:
• an event from the past is remembered
• over time, the event can no longer be recalled
• a cue can serve to reactivate a memory that seems to have been forgotten
• Age-related improvements in memory can be traced, in part, to growth in the brain regions that support memory
• Hippocampus and amygdala develop early; six-month-olds can store new information
• Frontal cortex develops in second year; toddlers begin retrieving information from long-term memory
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
20
Memory (2 of 2)
• Autobiographical memory in preschoolers
• Exists for significant events in one’s past
• Appears as a sense of self emerges
• Children’s autobiographical memories are richer when parents talk about past events
• Preschoolers as eyewitnesses
• Quite vulnerable to suggestion and leading questions
• Children’s accuracy of recall improves when:
• Interviewed very soon after event
• Encouraged to tell the truth and that it’s okay to say “I don’t know”
• Nonverbal cues avoided by interviewer
• Asked questions allowing for alternate explanations of the event
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
21
Think, Pair, and Share Activity: Autobiographical Memory
Find a partner in your class for this activity
• Discuss your earliest memory with your partner. What’s the first thing you remember from childhood?
• Why do you think you remember it?
• Do you think you remember what happened accurately?
• If you aren’t comfortable sharing your own first memory, that’s okay! Instead, you can talk about what sorts of
memories you think kids remember the most clearly, based on what you learned in this section
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
22
Learning Number Skills
• Infants are able to distinguish small quantities
• Five-month-olds have basic number skills
• Preschoolers have mastered three principles when applied to five or fewer objects:
• One-to-one principle
• Stable-order principle
• Cardinality principle
• Five-year-olds use these principles regarding nine or fewer objects
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
23
4.3: Mind and Culture: Vygotsky’s Theory
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
24
Key Questions 1.3
• What is the zone of proximal development? How does it help explain how children accomplish more when they
collaborate with others?
• Why is scaffolding a particularly effective way of teaching youngsters new concepts and skills?
• When and why do children talk to themselves as they solve problems?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
25
Mind and Culture: Vygotsky’s Theory
• Intersubjectivity: all participants having a mutual, shared understanding of an activity (e.g., game rules)
• Guided participation: cognition develops via structured activities with more skilled others
• Apprenticeship: the process during which a skilled master teaches a skill or task to a less skilled “apprentice”
such as a child
• Promotes cognitive development
• Zone of proximal development: The difference between what children can do with or without assistance
• Providing learning experiences within this zone maximizes achievement
• Scaffolding: Giving just enough assistance to match the learner’s needs
• Students do not learn as well when told everything to do, nor when left alone to discover for themselves
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
26
Private Speech
• Private speech: “Talking” to oneself to self-guide and self-regulate behavior
• Speech is audible, but isn’t directed at others, nor is it intended for others to hear
• Later becomes internalized as inner speech
• In its most mature form, inner speech is unintelligible to all but the thinker and it does not resemble spoken
language
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
27
Discussion Activity: Private Speech
As a class, discuss the concept of private speech
Vygotsky thought that in its mature form, private speech became a sort of inner monologue, only understood by the
thinker
• Do you agree or disagree with his assessment? Why?
• Do you talk to yourself out loud, even now? If so, when do you do it the most?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
28
4.4: Language
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
29
Key Questions 1.4
• When do infants first hear and make speech sounds?
• When do children start to talk? How do they learn word meanings?
• How do young children learn grammar?
• How well do youngsters communicate?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
30
The Road to Speech
• The left hemisphere of a newborn’s brain is sensitive to language
• Babies prefer to listen to speech over complex nonspeech sounds
• Babies can distinguish consonant sounds as well as vowel sounds
• Infants can even hear phonemes that are not used in their native language
• This ability is lost by the first birthday
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
31
Identifying Words
• Infants use many powerful tools to identify words in speech:
• Infants pay more attention to words used repeatedly
• Infants pay more attention to stressed syllables than unstressed syllables
• Infants notice sounds that go together frequently
• Parents and caregivers help infants master language sounds
• Infant-directed speech: Refers to adults’ speech to infants (slower, with greater variation in pitch and loudness); this
is not baby talk
• Similar types of simple speech are used across cultures
• It attracts infants’ attention more than adult-directed speech
• Infant-directed speech helps infants perceive fundamental sounds
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
32
Steps to Speech
• At 2 months, infants begin cooing
• Around 6 months, toddlers begin babbling
• Babbling is a proven precursor to speech
• At 8–11 months, children incorporate intonation or
changes in pitch typical of the language they hear
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
33
The Grand Insight: Words as Symbols
• Before 12 months, infants use symbols in areas other than language
• For example, using gesturing, infants will point, wave, or smack their lips to convey messages
• By 12–18 months, children learn that words are symbols for objects, actions, and properties
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
34
First Words and Many More
• Early on, children appear to understand others’ speech, but do not speak themselves
• Around 1 year, children use their first words
• Usually consonant-vowel pairs, such as “dada” or “wawa”
• By 2 years, children have a vocabulary of a few hundred words
• By age 6, children know around 10,000 words
• At approximately 18 months, children begin experiencing an explosive rate of word learning
• Fast mapping: rapid connection of new words to their exact referents
• Children actually know the object to which a new word refers instead of thinking about all possible referents
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
35
Discussion Activity: First Words
As a class, discuss your first words (or those of children you know). Those who are comfortable can share with the rest
of the class.
• Look out for patterns in the first words:
• Are they consonant and vowel pairs?
• Do they describe something that’s important to the child, or are they completely random?
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
36
Factors Contributing to Rapid Learning
• Joint attention
• Constraints on word names
• Sentence cues
• Cognitive factors
• Shift from attentional cues to language and social cues
• Naming errors
• Underextension is using a term too narrowly, like when children think only their family dog is called a dog.
• Overextension is using a term too broadly, like when children call all cats Nellie because that is their cat’s name.
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
37
Individual Differences in Word Learning
• Huge individual differences: vocabulary ranges from 25 to 250 words at 18 months
• This is because children’s vocabulary is:
• Greater for those with better phonological memory (the ability to remember speech sounds briefly)
• Greater for those exposed to a richer language environment
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
38
Language: Bilingualism
• When compared with monolingual children, bilingual children show:
• Somewhat smaller vocabularies for each language
• Greater total vocabulary
• Better understanding of words’ arbitrary symbolic nature
• Greater skill at switching across tasks
• Better ability to inhibit inappropriate responses
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
39
Language: Word Learning Styles
• Two distinct styles of word learning, but most children blend them
• Referential style: intellectual emphasis
• Vocabularies consist mainly of words naming objects, persons, or actions
• Vocabularies consist of few social interaction words or question words
• Expressive style: social emphasis
• Vocabularies include social interaction and question words plus naming words
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
40
Language: Encouraging Language Growth
• Parents can assist in learning language by:
• Speaking to children frequently
• Naming objects, reading to children, asking questions about vocabulary
• Providing TV programs that emphasize new word learning, storytelling, and inquiry
• Touchscreen tablets and smartphone apps increase language skills when they require active engagement
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
41
Speaking in Sentences: Grammatical Development
• Around 18 months: two- and three-word sentences based on simple formulas (e.g., actor + action)
• Reflect telegraphic speech
• Exclude grammatical morphemes
• By preschool, show growing knowledge of grammatical rules instead of simple memory
• Reflect overregularization errors
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
42
Language: How Do Children Acquire Grammar?
• Linguistic answer: innate neural mechanisms guide the learning of grammar
• Cognitive answer: detection of patterns and irregularities, and creation of rules
• Social-interaction answer: eclectic integration of behavioral, linguistic, and cognitive solutions, plus accurate
communication
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
43
Communicating with Others
• Effective communication requires:
• Making sure to speak in language the listener understands
• Calibrating messages depending on the audience
• Paying attention while listening
• Taking turns as speaker and listener
• Before 2 years: conversational turn-taking encouraged and often modeled by parents
• After 2 years: spontaneous turn-taking common between children and adults
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
44
Major Milestones of Language Development
Table 4.2 Major Milestones of Language Development
AGE
MILESTONES
Birth to 1 year
Babies hear phonemes from birth. They begin to coo between 2 and 4 months, then
begin to babble at about 6 months.
About the first birthday
Babies begin to talk and to gesture, showing they have begun to use symbols.
1–3 years
Vocabulary expands rapidly (due to fast mapping), particularly at about 18 months. Twoword sentences emerge in telegraphic speech at about 18 months, and more complex
sentences are evident by 3 years. Turn-taking is evident in communication by 2 years.
3–5 years
Vocabulary continues to expand; grammatical morphemes are added; and children
begin to adjust their speech to listeners, but as listeners, they often ignore problems in
messages they receive.
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
45
Self-Assessment
• Students should work individually on this assessment and should write down their responses.
• Language development is a huge part of cognitive development, but it can be tricky to grasp all of the different terms
that are related to it
• Students, please write down the following terms and provide your own explanations based on what you’ve learned
in this chapter (all terms relate to how grammar is acquired):
• Linguistic answer
• Cognitive answer
• Social-interaction answer
• Faculty may either collect these to look them over or go over responses as a group to ensure that all students are
clear on these concepts and how they relate to language learning.
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
46
Summary
Now that the lesson has ended, you should have learned how to:
• Describe Piaget’s foundational concepts as well as his sensorimotor and preoperational stages
• Describe the processes of attention and memory in infancy and toddlerhood
• Describe Vygotsky’s sociocultural perspective
• Identify major language milestones occurring in infancy and toddlerhood
Robert V. Kail | John C. Cavanaugh, Human Development: A Life-Span View, 9th Edition. © 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
47
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