Chapter 5 Flashcards
Piaget’s Sensorimotor stage
His first stage of development, in which infants use information from their senses and motor actions to learn about the world
Piaget believed that a baby assimilates incoming information to the limited array of shemes based on her experiences. He called this form of thinking?
Sensorimotor intelligence. Thus the sensorimotor stage is the period during which infants develop and refine sensorimotor intelligence
Sensorimotor stages
Stage 1-Exercising Reflex Schemes
Stage 2-Primary Circular Reactions
Stage 3-Secondary Circular Reactions
Stage 4-Coordination of Secondary Circular Reactions
Stage 5-Tertiary Circular Reactions
Stage 6-Invention of New Means Through Mental Combinations
Circular Reactions Means
It stimulates its own repetition
Stage 2: Primary Circular Reactions
Piaget’s Sensorimotor Stage 1-Exercising Reflex Schemes
Birth-1 month-Infants behaviors reflect innate reflexes. Reflexes will modify to better accommodate to the environment. Ex: learning to distinguish between a nipple and the surrounding areas of the breast or bottle.
Piaget’s Sensorimotor Stage 2- Primary Circular Reactions
Stage 2-Primary Circular Reactions 1-4 months: Infants behaviors are focused almost exclusively on their own bodies. Infants refine their reflexes and combine them into complex actions. Ex: infant might open and close their hand and put it in their mouth.
Piaget’s Sensorimotor Stage 3-Secondary Circular Reactions
4-8 months: represents the second in the series of circular reactions infant’s repetitive behaviors now focus on events or objects outside of the body. Infants are beginning to develop the capacity to separate the means from the end. Now is repeated to make an interesting result whereas previously action repeated for an end (suck).
Ex: infants may pick up and drop a toy; each time the caregiver gives back the toy, the infant will drop it again and also fret when he no longer has it.
Object Permanence
Knowledge that objects are external or separate from themselves and continue to exist even though they are not visible.
*Begins in Stage 3 and is fully emerged in Stage 6
Piaget’s Sensorimotor Stage 4-Coordination of Secondary Circular Reactions
8-12 months: After repeatedly observing that certain actions lead to certain consequences, infants gradually acquire knowledge of cause-effect relationship. They begin to combine behaviors in new ways to accomplish their goals.
Piaget’s Sensorimotor Stage 5-Tertiary Circular Reactions
12-18 months: infants show increasing flexibility and creativity in their behaviors and their experiments with objects often leads to new outcomes. Tertiary: reflects this new versatility in previous acquired responses.
Piaget’s Sensorimotor Stage 6-Invention of New Means Through Mental Combinations
18-24 months: young children develop “symbolic thought” (the ability to represent and think about objects and events in in terms of internal, mental entities or symbols), problem solvers. And emergence of “deferred imitation” (the ability to recall and copy another person’s behaviors hours or days after their behavior has been observed.)
object permanence begins in Piaget’s cognitive stage of sensorimotor (birth to 2 yrs old) begin to?
understand around six months, involves uderstanding that something continues to exist even if you can’t see it or touch it, represents the beginning of representational thought, ability to use mental imagery and other symbolic systems
Piaget’s “imitation”
- He studied infants’ ability to imitate others’ actions.
- He observed that as early as the first few months of life, infants could imitate actions they could see themselves make, such as hand gestures. But he found they could not imitate other people’s facial gestures until substage 4 (8-12 months)
Deferred imitation
Imitation that occurs in the absence of the model who first demonstrated it
A second form of imitation requires some kind of intermodal perception, combining the visual cues of seeing the other’s face with the kinesthetic cues (perceptions of muscle motion) from one’s own facial movements. Piaget argued that imitation of any action that wasn’t already in the child’s repertoire did not occur until about 1 year, and that deferred imitation was possible only in?
Substage 6, since deferred imitation requires some kind of internal representation
