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Week 3 by Mind Map: Week 3

1. Motor Development

1.1. Gross Motor Development

1.1.1. - control over large movements of body - crawling 6-10 mos, walking ~12 mos - walking influences development of cognitive, social and emotional development - coordination development via sensory and motor skills result in more activity

1.2. Fine Motor Development

1.2.1. - control over small movements - voluntary reaching 3 mos - cognitive development improves with reaching skills - 12yrs fine motor skills comparable to adult

1.3. Determinants of Motor Development

1.3.1. - infants display the same sequence of motor milestone - practice of motor skills are important to development - children who are not given opportunities to practice reflexes and move are less likely to be advanced

1.4. Things I found interesting

1.4.1. - Reflexes are the earliest ways to study an infants development and response to stimuli - an infants social interactions with adults influence how advanced their language skills are - fine motor skills can be hard for young children because both hands = both sides of brain - girls are better than boys in fine motor skills - fine motor skills success influence academic success

2. Cognition in Infancy and Early Childhood

2.1. Process of Development

2.1.1. - Schemas – individual interactions with the world - Assimilation – integration of new experiences - Accommodation – adaptation to new experiences that differ from their own -

2.2. Sensory Reasoning

2.2.1. - 1. Reflexes – used to react to stimuli - 2. Primary Circular Reactions – action repetition and its response; occur my change or accident - 3. Secondary Circular Reactions – action repetition that triggers a response - 4. Coordination of Secondary Circular Reactions – planned coordinated actions - 5. Tertiary Circular Reactions – intentional, experimental actions - 6. Mental Representation – ability represent objects with the use of words and mental pictures

2.3. Pre-operational Reasoning

2.3.1. - Egocentrism – only viewing the world from their own perspective - Animism – viewing inanimate objects are real - Centration –focusing on one things and ignoring the rest - Irreversibility – inability to understand that you can restore something to original state

3. Cognition in Middle Childhood and Adolescence

3.1. Concrete Operational Reasoning

3.1.1. - Reversibility – an object can return back to normal - Classification – understanding of hierarchies - Seriation – being able to sort objects

3.2. Formal Operational Reasoning

3.2.1. - ability to think abstractly, logically and systematically - begin to plan ahead into the future - Hypothetical deductive reasoning – ability to solve problems and draw conclusions

4. Sensation and Perception

4.1. Visual

4.1.1. - least developed at birth - fully developed 6-12mos - newborns have a preference for visual stimuli - colour vision improves with age - depth perception develops at birth - newborns start to associate depth change with fear when they start crawling

4.2. Hearing

4.2.1. - hearing develops in the womb - fully develops over the first 6 months - language learning process starts at birth - newborns have a preference for hearing their native language over other languages

4.3. Touch

4.3.1. - mouth is most sensitive to touch at birth - touch reduces stress response in newborns - kangaroo care = skin to skin contact with newborn

4.4. Smell and Taste

4.4.1. - develop at birth - infants recognize their mothers odour - familiar scents can reduce stress in infants - experience modifies taste preference - fetuses experience flavours in amniotic fluid

4.5. Intermodal Perception

4.5.1. - infants can coordinate their senses - most stimuli is intermodal – more than one type of sensory information - evident at birth, newborn and match mothers face with voice

4.6. Things I found interesting

4.6.1. - newborns like faces and patterns as visual stimuli - new borns know the difference between shallow and deep surface but aren't afraid of them yet - newborns can detect their mothers voice - newborns prefer to hear speech - skin to skin contact with newborns reduces their pain - pain stimulus develops by at least 30wks of gestation

5. Sociocultural Perspective

5.1. Scaffolding and Guiding Participation

5.1.1. - social experience teach children how to think - children learn from more skilled partners - new challengers stimulate cognitive development - guided participation – helping a child to accomplish more than they could do alone - scaffolding – helping a child fill in knowledge gaps -

5.2. Zone of Proximal Development

5.2.1. - what a child can do alone vs. what they can do with help - adults naturally instruct children within the zone of proximal development -

5.3. Cultural Tools

5.3.1. - cultural tools = computers, pencils and paper - children learn how to use tools by interacting alongside a skilled person

5.4. Things I found Interesting

5.4.1. - teachers take advantage of the zone of proximal development

6. Cognitive Development in Adulthood

6.1. Postformal Reasoning and Reflective Judgement

6.1.1. - final stage of cognitive development - combines abstract and practical reasoning - recognition that most problems have multiple causes and solutions - Dualistic thinking – right and wrong thinking - Relativistic thinking – situational thinking - Reflective thinking – contradictory thinking

6.2. Pragmatic Though and Cognitive-Emotional Complexity

6.2.1. - pragmatic thought – emphasizes logic - better regulation of emotions that influence reasoning - cognitive-affective complexity decines in age

6.3. Thing I found Interesting

6.3.1. - post formal thinking is not universal - in china, students usually lack individuality that would result in progressive thinking - social interaction is a great catalyst for post formal development - cognitive-affective complexity helps with social interactions