Language, Memory, and Cognition in Infancy and Early Childhood

Language, Memory and Cognition in Infancy and Early Childhood......Page 2
Copyright Page......Page 5
Contents......Page 6
Contributors......Page 10
Preface......Page 14
For What Is There Amnesia?......Page 16
Distribution of Early Memories......Page 17
Group Differences......Page 18
Memories Are Formed but Become Inaccessible......Page 19
Autobiographical Memories of Early Life Events Are Lacking......Page 20
The Neural Substrate of Autobiographical Memory and Its Development......Page 21
Developments in Nonmnemonic Abilities......Page 22
The Social Context of Remembering......Page 23
The Rate at Which Memories Are Formed......Page 24
The Crossover of Two Functions......Page 25
Summary and Conclusions......Page 26
Children's Drawings......Page 27
Space......Page 30
Color......Page 31
Motivation and the Expression of Feelings......Page 32
Talent or Giftedness in the Arts......Page 34
Drawing of Mentally Handicapped Children......Page 35
The Sociocultural Milieu......Page 36
Modeling the Human Figure......Page 37
Modeling Animal Figures......Page 39
Suggested Readings......Page 40
Introduction......Page 41
Attention in Infancy and Early Childhood......Page 42
Orienting......Page 43
Heart Rate......Page 44
Attention and Recognition Memory in Infancy......Page 46
Visual Fixation and Attention: What Does Looking Mean?......Page 48
Individual Differences in Attention......Page 50
Suggested Readings......Page 51
Introduction......Page 52
Historical Background......Page 53
Bayley Scales of Infant Development......Page 54
Bayley Scales of Infant Development-II......Page 57
Bayley Scales of Infant and Toddler Development......Page 59
Contemporary Research using the Bayley Scales......Page 60
Summary......Page 62
Introduction......Page 63
Early Differentiation......Page 64
Building Up Phonetic Categories......Page 66
Segmenting Words: Phonotactics......Page 68
Learning Word Forms......Page 69
Semantics......Page 70
Morphosyntax......Page 71
Suggested Readings......Page 72
Social Development......Page 73
Intellectual Development......Page 74
Parental Feedback Theory......Page 75
Contrasting Mechanisms......Page 76
Social Development......Page 77
Stereotype Effects......Page 78
Summary......Page 79
Introduction......Page 80
Genesis of Cortical Layers......Page 81
Defining a neocortical area......Page 83
Postnatal Brain Development......Page 84
The development of ocular dominance columns......Page 85
Myelination......Page 87
Axon retraction/synapse elimination......Page 88
Perinatal Stroke......Page 90
Imaging Caveats......Page 91
Review......Page 92
Suggested Readings......Page 93
Introduction......Page 94
Interactive Specialization......Page 95
Skill Learning......Page 96
Face Processing......Page 98
Working Memory......Page 100
Long-Term Memory......Page 101
Explicit memory......Page 102
Language......Page 103
Summary and Conclusions......Page 104
Relevant Websites......Page 105
Defining Categorization, Categories, and Concepts......Page 106
Categories......Page 107
The Multiple Habituation Procedure......Page 108
A variation: Familiarization and visual paired- comparison......Page 109
Another variation: Object examining......Page 110
Do Infants form Categories and Concepts?......Page 111
Some problems of interpretation......Page 112
Summary representations......Page 113
Summary......Page 114
A New Framework for Categorization......Page 115
Suggested Readings......Page 116
The Shape of Early Cognitive Development......Page 117
Skills: The Child in Context......Page 118
The Process of Development: Getting from One Level to Another......Page 120
Sensorimotor levels......Page 121
Representations......Page 122
Sensorimotor levels......Page 123
Perspective Taking......Page 124
Sensorimotor levels......Page 125
Representations......Page 126
Timing......Page 127
Summary......Page 128
Glossary......Page 129
Piaget and Vygotsky......Page 130
Complexity Theories......Page 132
Knowledge of Mental States......Page 134
Microgenetic Analysis......Page 135
Theories of Infant Cognitive Development......Page 136
Understanding the Physical World......Page 137
Neural Net Model of Balance Scale Understanding......Page 138
Suggested Readings......Page 139
Introduction......Page 140
Brain Development......Page 141
Developing a Social Brain......Page 142
Language Acquisition and Speech Recognition......Page 144
Frontal Cortex Development, Object Permanence, and Planning......Page 146
Conclusions......Page 148
Glossary......Page 149
History and Terminology......Page 150
How Might Critical or Sensitive Periods Work?......Page 151
Alternative Conceptions of Critical Periods......Page 153
Discerning Critical Periods in Humans......Page 154
Time and Timing in Development......Page 156
Newborn Screening......Page 157
Early Education......Page 158
See also......Page 159
Suggested Readings......Page 160
Introduction......Page 162
Normal Language Development......Page 164
Disorders of receptive and expressive language......Page 165
Etiology......Page 166
Social competence......Page 167
Visual-Spatial  Disabilities......Page 168
Suggested Readings......Page 170
Curiosity......Page 172
Drive theories......Page 173
Competence and intrinsic motivation theories......Page 174
Developmental Progression......Page 175
Facilitation of the Development of Curiosity......Page 176
Exploration......Page 177
Developmental Patterns......Page 178
Influences upon the Development of Exploration......Page 179
Relation to Other Developmental Skills......Page 180
Importance to Development......Page 181
Relevant Websites......Page 182
Future Orientation......Page 184
Future-Oriented Processes in the Saccadic Eye Movement System......Page 185
Future-Oriented Processes in the Smooth Pursuit Visual System......Page 187
Future-Oriented Processes in the Postural and Locomotion Systems......Page 188
Future-Oriented Processes in Early Social Systems......Page 189
Learning about the Future through Conversation......Page 190
Physiology of Future-Oriented Processes......Page 191
Other Methods and Methodological Challenges......Page 193
A Taxonomy for Classification of Future-Oriented Processes......Page 194
Suggested Readings......Page 195
Genetic Transmission......Page 196
Gene Expression......Page 197
Single-Gene Autosomal Traits......Page 198
Genomic Imprinting......Page 199
Behavioral Genetic Designs and Methods......Page 200
Genetic and Environmental Contribution to Common Traits and Disorders......Page 202
Moral, Ethical, and Legal Implications......Page 205
Relevant Websites......Page 206
Introduction......Page 207
From Holophrases to Abstract Constructions......Page 208
Using Grammar to Say Who Did What to Whom......Page 210
Word Order......Page 211
Combining Word Order, Case, and Other Cues: Coalition and Competition......Page 212
Inflectional Morphology......Page 213
Abstract Constructions......Page 214
Intention Reading and Cultural Learning......Page 215
Constructing Lexical Categories: Functionally Based Distributional Analysis......Page 216
Conclusions......Page 217
Relevant Website......Page 218
Habituation and Novelty......Page 220
Differences between Habituation-Dishabituation  and Visual-Paired Comparison......Page 221
The comparator model......Page 222
Major Developmental Trends......Page 223
Effects of Arousal on Habituation......Page 224
Distinctions between Different Types of Memory......Page 225
Encoding vs. retrieval in the Visual-Paired Comparison......Page 226
Evidence from lesion studies......Page 227
Summary......Page 228
Electrophysiological Correlates of Infant Novelty Preferences......Page 229
Suggested Readings......Page 231
Introduction......Page 232
The Beginnings of Head Start......Page 233
Intelligence and Early Intervention......Page 234
Parent Involvement......Page 235
Health......Page 236
1989-96: A Critical Look at Head Start: Advisory Panels......Page 237
New Funding Initiative from Administration on Children, Youth and Families/Head Start Bureau......Page 238
The Role of the Head Start National Research Conferences......Page 240
Suggested Readings......Page 241
Introduction......Page 242
Ages Infant to 3 Years......Page 243
Ages 4-6 Years......Page 244
Ages 6-8 Years......Page 245
Psychodynamic Theory......Page 246
Constructivist Theory......Page 247
Cognitive Development......Page 248
Physical and Motor Development......Page 249
The Role of Parents and Other Caregivers......Page 250
Suggested Readings......Page 251
Introduction......Page 252
Imagination and Pretending......Page 253
Fantastical Beings......Page 255
Understanding of Pretending and Imagination......Page 256
What Do Children Understand about Fantastical Beings and Events?......Page 258
Individual Differences in Imagination, Pretense, and Fantasy......Page 260
Summary and Conclusion......Page 261
Humans as the Imitative Animal......Page 262
Distinguishing Imitation from Other Forms of Social Learning......Page 263
Piaget's Theory of Imitative Development......Page 264
Imitation of Facial Acts......Page 265
Imitation of Novel Acts from Memory......Page 266
Imitation and Social Communication......Page 267
Regulation of Imitation by Goals and Intentions......Page 268
Mirror Neurons......Page 269
Robotics......Page 270
Introduction......Page 271
Definition History......Page 273
Two-Group Approach......Page 274
Dual Diagnosis......Page 275
Early Intervention......Page 276
Special Education......Page 277
Etiology and Education Planning......Page 278
Families of Children with Intellectual Disability......Page 279
Relevant Websites......Page 280
Introduction......Page 282
Behaviorist Accounts......Page 283
Social/Cognitive Accounts......Page 284
Constrained Learning......Page 285
Constrained Invention......Page 287
Resilience in the face of external variation......Page 289
Mechanisms that Could Lead to Resilience......Page 290
Suggested Readings......Page 291
Infancy......Page 292
Early Comprehension and Production......Page 293
Learning a Vocabulary and Developing Meaning......Page 294
Learning Morphology......Page 295
Early Syntactic Development......Page 297
Later Syntactic Development......Page 300
Metalinguistic Skills......Page 301
Learnability and Constituency......Page 302
Suggested Readings......Page 303
Introduction......Page 305
Early Work on Learning......Page 306
Statistical Learning......Page 308
The Role of Frequency in the Formation of Speech Categories......Page 309
The Role of Transitional Probabilities in Segmenting Words in Continuous Speech......Page 310
Generalization in Learning......Page 311
Current Issues......Page 313
Suggested Readings......Page 315
Glossary......Page 316
The History of Literacy Instruction......Page 317
Learning to Read versus Learning to Talk......Page 318
Links between Language and Literacy......Page 319
The reading-to-learn phase......Page 320
Phonics......Page 321
Literacy Learning Environments......Page 322
Multiple dimensions of instruction......Page 324
Individualizing student instruction and newdefinitions of reading disabilities......Page 326
Conclusion......Page 327
Relevant Websites......Page 328
Number and the Core Systems View......Page 330
The Approximate Number System in Infancy and Early Childhood......Page 331
The Special Case of Small Numbers of Objects: Object Tracking and the Object-File  System......Page 332
Going Beyond Discrimination: Using the Approximate Number System in Arithmetic Operations......Page 333
Learning to Count......Page 335
Linguistic Effects on Number Comprehension and Encoding......Page 336
Abnormal Numerical Development......Page 337
Sex Differences in Arithmetic Development......Page 338
Suggested Readings......Page 339
Introduction......Page 340
High-Amplitude Sucking......Page 341
3-6-Month-Olds......Page 342
Visual Recognition Memory Paradigm......Page 343
Operant Conditioning Procedures......Page 344
Electrophysiology......Page 346
Summary......Page 347
Deferred Imitation......Page 348
Summary......Page 350
Suggested Readings......Page 351
Introduction......Page 352
Basic Learning Processes......Page 353
Recognition Memory......Page 354
Short-Term Memory......Page 355
Goal-Directed and Intentional Action......Page 356
Conceptual Categorization......Page 357
Word Production......Page 358
Self-Recognition......Page 359
Models as Symbols......Page 360
Suggested Readings......Page 361
Introduction......Page 362
Influences of early modern philosophers......Page 363
Behaviorism and nativism......Page 364
A new form of nativism......Page 365
What is Nativism?......Page 366
Why These Differences in Meaning Are Important......Page 368
Various Forms of Interactioninsm......Page 369
Suggested Readings......Page 370
Object Concept......Page 372
Piaget's Theory......Page 373
Evaluating Piaget's Theory......Page 374
Nativist Theory......Page 375
Developmental Mechanisms of Object Concepts: Action Systems......Page 378
Object Concepts and Search Behavior......Page 379
Oculomotor Learning and Experience......Page 380
Conclusions......Page 381
Suggested Readings......Page 382
Introduction......Page 384
Perceptuomotor Behavior of Neonates......Page 385
Adaptation to Changes in Brain and Body......Page 386
Sensitivity to movements of the body......Page 387
Sensitivity to the relation between self and environment......Page 388
Smooth visual pursuit tracking......Page 389
Predictive tracking of briefly occluded moving objects......Page 390
Perception and Action are Context Specific......Page 391
Scaling perceptual information to motor responses......Page 392
Common coding of the observation and execution of actions......Page 393
Developmental origins of common coding......Page 394
Summary......Page 395
Glossary......Page 396
Major Themes......Page 397
Criticisms of the Theory......Page 404
Glossary......Page 405
Interpersonal play......Page 406
Functions of Play......Page 407
The Developmental Progression of Play......Page 409
Play and Other Related Functions......Page 410
Play and Play Partners......Page 411
Gender Segregation of Play......Page 412
Play and Culture......Page 413
Glossary......Page 414
Early to Mid-Infancy......Page 415
Pointing......Page 417
Symbolic Gestures......Page 418
Early Word Learning and Use......Page 419
Multiword Speech......Page 420
Extended Discourse......Page 421
Conversational Development......Page 422
See also......Page 423
Introduction......Page 424
How Do We Study Language Perception in a Nonverbal Infant?......Page 425
The Beginnings of Human Speech Perception......Page 426
The Social and Emotional Ecology of Infant Language Learning......Page 428
Perception of Prosody......Page 430
Perception of Phonology......Page 432
Perception of Conditional Probability......Page 433
Relating Research from the Laboratory to Infants' Language-Learning Ecology......Page 434
Suggested Readings......Page 435
Introduction......Page 436
Induction......Page 437
Analogical Reasoning......Page 440
Deduction......Page 443
Suggested Readings......Page 446
Glossary......Page 448
Conceptualizing School Readiness and Transition......Page 449
Entrance Age......Page 450
Gender......Page 451
Language/literacy skills......Page 452
Socioeconomic disadvantage and academic achievement......Page 453
Early Childcare and Preschool......Page 454
Are early intervention programs for at-risk students effective?......Page 455
What is parenting anyway?......Page 456
Parental control/discipline......Page 457
The Effect of Schooling and the Specificity of Learning......Page 458
Suggested Readings......Page 459
Introduction......Page 460
Perceptually Based Self-Knowledge......Page 461
Bodily Awareness......Page 462
Self-Efficacy......Page 463
Self-Reflective Awareness......Page 465
Visual Self-Recognition......Page 467
Early Autobiographical Self-Knowledge......Page 469
Conclusion......Page 470
Glossary......Page 471
Comprehension......Page 472
Learning Words: Theories and Mechanisms......Page 473
Taxonomic constraint......Page 474
Parental input: Individual, socioeconomic and cultural factors......Page 475
Attentional Mechanisms......Page 476
Combining Syntactic and Pragmatic Cues......Page 477
Nouns vs. Verbs: Is there a Noun Bias?......Page 478
Sociopragmatic Cues......Page 479
See also......Page 480
Stranger Anxiety......Page 481
Incongruity between the familiar and the unfamiliar face......Page 482
Fearfulness as a marker of a new level of emotional organization......Page 483
The Normative Course of Separation Anxiety......Page 484
Consequences of Separation in Animals......Page 485
Attachment as a window on separation anxiety......Page 486
Separation anxiety in secure and insecure children......Page 487
The separation-individuation  process......Page 488
Differentiating Separation Anxiety Disorder from Normal Separation Reactions......Page 489
Suggested Readings......Page 490
Why Speech Perception Is Difficult......Page 491
Infant Speech Discrimination Procedures......Page 492
Infants' Discrimination of Phonemes......Page 494
Categorical Perception......Page 495
Infants' Perception of Non-Native Speech Sounds......Page 496
Auditory and Speech Preference Procedures......Page 498
Infants' Speech Preferences......Page 499
Introduction......Page 500
Definition and Overview......Page 501
Level 1: Intentionality and Mediation Without Reflection......Page 502
Level 3: Treating Symbols as Symbols......Page 503
Level 4: Reflection on the Quality of the Symbol- Referent Relation......Page 505
The Role of Symbolic Thought in Problem Solving......Page 506
Summary......Page 508
Suggested Readings......Page 509
Introduction......Page 510
Understanding False Belief......Page 511
Beliefs and Desires: Truth and Fulfillment......Page 512
Social Perception in Infancy......Page 513
Mental-State Awareness in Toddlers and Young Preschoolers......Page 514
Metarepresentational Ability in Older Preschoolers......Page 516
Recursive and Interpretive Abilities in School- age Children......Page 517
Individual Differences......Page 518
Cultural Differences......Page 520
Explanations of Theory-of-Mind Development......Page 521
Suggested Readings......Page 522
Introduction......Page 523
Twin Behaviors......Page 524
Psychological Closeness......Page 525
School Behaviors......Page 526
Twin Language......Page 527
Genetic Influences on Environmental Influences......Page 528
Gene-Environment  Correlation and Interaction......Page 529
Cognition......Page 530
Externalizing Behaviors......Page 531
Internalizing Behavior......Page 532
Suggested Readings......Page 533
Subject Index......Page 534