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0:04
Fredy Aviles: Okay, welcome to our third week
0:08
Fredy Aviles: Of
0:09
Fredy Aviles: Child Psychology. This is our second lecture of the week. Today we are talking about.
0:18
Fredy Aviles: Still, the first two years of life and we're talking about cognitive development.
0:23
Fredy Aviles: Okay, so let's get started.
0:27
Fredy Aviles: This is not the most interesting chapter
0:31
Fredy Aviles: And sometimes it's a little bit difficult, there will be some
0:35
Fredy Aviles: Parts of this
0:37
Fredy Aviles: Chapter this lecture that will be a little bit difficult, but we're going to talk about depth perception. We're going to talk about memory. Fredy Aviles: We'll talk about Piaget and and we'll talk about language and the part of our Piaget pH theory that can be a little bit complicated, just to warn you guys
0:59
Fredy Aviles: Okay. But first, let's talk about something that's not so bad depth perception. So depth perception is the ability
1:08
Fredy Aviles: Of people basically to see things at a distance to see that there's depth or distance
1:15
Fredy Aviles: To see that there's a drop off. Okay.
1:19
Fredy Aviles: And how do we know that infants have that perception or how do we know when they have developed that well there's a classic experiment knows that known as the visual cliff experiment.
1:30
Fredy Aviles: Which provides an illusion that there's a drop off. Let me show you that. And then I'll come back over here. Let me show you a picture that so you understand Fredy Aviles: Here's an image of the visual cliff. So it's basically a piece of glass that has been pulled over a table. The table has a cloth on and then there's a piece of glass over it.
1:50
Fredy Aviles: And it's made to look like. Basically, you know, like, like after like after the table ends that there's a drop off. There's, there's a cliff. Fredy Aviles: But in reality, the glass extends further and if the child, you know, Fredy Aviles: should want to the child can crawl over that glass and they clean it very well.
2:12
Fredy Aviles: And then mommy or daddy or on the other side. Usually mommy and the other side. Mommy calls to the child and they want to see if the child will crawl across the table and continue going Fredy Aviles: past the point where the table ends where it looks like there's a clip, clip or a drop off and you can see this child has gone over the edge. Basically, and looks like she's gonna fall, but there's glass there.
2:35
Fredy Aviles: So this is the experiment that is used to determine if children actually can proceed depth or distance
2:42
Fredy Aviles: Okay, so what's the result of this experiment show the results show that basically a six month old infant can be enticed to crawl over the edge.
2:53
Fredy Aviles: You know at the time.
2:56
Fredy Aviles: You know, developmental psychologists believe that that means that six months old don't yet have the ability to perceive distance or to perceive a sudden drop off.
3:05
Fredy Aviles: Okay, so when their mother call to them on the other side the infants would crawl over and that would mean that if there really was a cliff there, they would fall that they can't see the drop off. Fredy Aviles: But a 10 month old refuse to crawl over the edge. Even when enticed by the mothers. So the mothers on the inside, calling to them and they refused.
3:25
Fredy Aviles: And that, you know, probably indicates that they can see the drop off. They're scared, they don't want to do it. Fredy Aviles: Okay. But new research new research reveals that it's a little bit more complicated than that. New research reveals that even three months old. Know the difference between a solid surface.
3:41
Fredy Aviles: And apparent cliff. So even three year old can probably detect that there's a difference there that there is a sudden drop off because their heart rate slows their eyes are wide open when they are placed over the edge.
3:58
Fredy Aviles: Meaning that, well, there's some physiological changes right their eyes open wide and that usually indicative of that there are some concerns and fear. Fredy Aviles: In their heart rate slows down. Now the heart rate slowing down. I'm really understand that usually your heart rate speeds up
4:14
Fredy Aviles: When you are fearful, but there are some physical changes physiological changes that take place, which might indicate that three months old really can detect that that visual cliff that drop off.
4:27
Fredy Aviles: But because they're, you know, they're only three months old, they can still be enticed by the mother to crawl over. In other words, I guess they're, you know, they go with you know that instinct to be near their mother. So it might be a little bit more complicated, is what I'm saying.
4:46
Fredy Aviles: Okay, let's keep going. That's the visual cliff. There's the image again let's keep going. Now let's talk about memory.
4:54
Fredy Aviles: What is the memory of an infant like
5:00
Fredy Aviles: What is memory, like what is early memory like during those first two years. Fredy Aviles: According to classic developmental theory infants store no memories in their first year. That's what researchers believed you know early on, you know, decades ago that that infants in their first year that they store no memories memory doesn't work.
5:21
Fredy Aviles: But as a matter of fact, they do store memories. It's just that their memory is different. We'll get to that soon developmental list now agree that very young infants can remember things. Okay. They can remember under the following conditions.
5:34
Fredy Aviles: If the environmental conditions are similar to real life. In other words, if their memory is tested. Fredy Aviles: In such a way that it's similar to their home environment then they do show evidence of memory if motivation is high. The issue with infants is often they don't care or they just won't follow directions and it doesn't mean that they don't remember it doesn't mean they can't do something
6:00
Fredy Aviles: When special, special measures eight retrieval when they're when certain things are done basically to remind them of something, then that'll that can trigger a memory and you know that can be measured.
6:14
Fredy Aviles: So infants young infants do for memories and we'll talk a little bit more about how that is
6:24
Fredy Aviles: So a little bit more about memory here so memory. So three months old, three months or even three month old infants can be taught to make a mobile move by kicking their legs. Fredy Aviles: Are mobile is just a little thing that kind of dangles there sometimes parents, you know, by these little things for their infants.
6:42
Fredy Aviles: So that they can play and reach and grab for them. So basically, there's several versions of them. If I'm thinking about this correctly, but Fredy Aviles: You know, they can be lying down and there's little arc over them with little things that dangle their little toes or little things that are basically hanging there by strings.
7:03
Fredy Aviles: And the infant will sometimes reach and grab for these and sometimes they make sounds and, you know, and they'll play with these things well.
7:11
Fredy Aviles: Infants can be taught to make to make the mobile move by kicking their legs. Fredy Aviles: And if there is learning if they can be taught that that means they do remember learning and memory goal together one doesn't exist without the other. Fredy Aviles: Okay, six months or six months old can retain info with even less training less reminding according to research. Fredy Aviles: One year olds are capable of what we call deferred imitation, which means they can
7:38
Fredy Aviles: Watch something and imitated later okay a nun nine month old for some for instance can watch someone play with a new toy. Fredy Aviles: And then can play it with it with the same same way a day later, indicating that they remember something
7:54
Fredy Aviles: two year old can remember and reenact more complex sequences of course they can get more complex things like a 20 month old can put adult to bed. Make a party had clean a table, even a week after seeing someone perform those activities.
8:08
Fredy Aviles: So they're capable of doing more complex things
8:13
Fredy Aviles: You know, a week after they saw somebody do that indicating they have memory. Fredy Aviles: And now there's no doubt two year olds have memory. But remember those early psychologist believe that in the first year of life that you know infant store no memories, but recent research shows that that is not true.
8:29
Fredy Aviles: Here's the thing we have to think about memory in a different way.
8:33
Fredy Aviles: There's actually if you want to think of it, broadly, there's two kinds of memory. There's implicit memory and there's explicit memory implicit memory is memory that remains hidden until a stimulus or something brings it out. Okay.
8:48
Fredy Aviles: Implicit memory is memory that is basically
8:54
Fredy Aviles: Well, it's implied. It's kind of hard to see hard to talk about, okay, and with implicit memory, we're usually talking about motor skills and habits emotional responses. Fredy Aviles: Here's the thing that people don't realize with motor skills and habits, we're usually talking about movements. These are things the infant does again and again, you know, crawling. Okay, walking
9:19
Fredy Aviles: You know, waving their, you know, their, their little hand. They may not necessarily be waving at someone but they can move their arm, they can do things like that. Well, guess what movement involves memory. We don't think of memory as being
9:33
Fredy Aviles: Movement as involving memory, but it does is an implicit kind of memory. But yes, as you're growing and developing you are learning you're learning to do things, learning to walk and you know Babel and all those things. Fredy Aviles: All that involves memory now babbling is different. That would be more explicit memory, but
9:52
Fredy Aviles: You know, motor skills movement in balls memory and also emotional responses. If a child, basically, you know, is afraid of a cat.
10:02
Fredy Aviles: And it's a cat that basically scratch them, let's say, a few days ago and now they're afraid of the cat that shows they have memory. They have an emotional memory. Fredy Aviles: And this is the kind of memory, we see in young infants okay it the memory is there, but it's implicit, they can't tell us they remember something Fredy Aviles: But they can show us in some ways a three month old, for instance, can remember after two weeks to make a mobile move by kicking their legs.
10:29
Fredy Aviles: If you have a reminder session if you tie their little leg so they can be taught to make that mobile move by tying their little leg to the little thing that dangles and they can be taught to play with it by making their leg move
10:42
Fredy Aviles: Well, two weeks later, they will play with it again. And that same way if you remind them if you again tie their leg to the to the mobile, they will play with it the same way. Fredy Aviles: They can't tell you that they remember but they can show you that's implicit memory. Okay, motor skills habits. Usually we're talking about movements there and then emotional responses. You know, they fear something or they're happy when they see Mommy, that implies memory as well.
11:08
Fredy Aviles: Now developmental is believe that, you know, infants didn't story memories because they were thinking about explicit memory, those early developmental didn't believe that Fredy Aviles: Infants can store memories in her first year because they were thinking about explicit memory explicit memory. Memory that can be recalled on demand, usually with words explicit memory is memory that is easy to talk about
11:28
Fredy Aviles: So consciously learn words data concept so information like you remember what your name is, you remember what a dog is, you know, you remember Fredy Aviles: That an inch, I mean that a ruler has 12 inches, things like that, things that you can say information. Fredy Aviles: You know data concepts. Those things like that. That's explicit memory. That's the kind of memory that you know is tested on an exam.
11:56
Fredy Aviles: But implicit memory really has to do with memory of things that you can do or emotions that is memory as well. And that's the kind of memory that infants show
12:07
Fredy Aviles: Let's keep going.
12:09
Fredy Aviles: Okay, so that was memory. Now let's talk about Piaget his theory of of development, we're talking about this chapter is on cognitive development.
12:18
Fredy Aviles: So we need a theory to help us understand how children are developing cognitively during this time, and Piaget Jean Piaget has the most influential theory of cognitive development.
12:32
Fredy Aviles: And according to Piaget infants progress through stages of cognitive development. They go through stages.
12:39
Fredy Aviles: In some stages in early stages, they're capable of doing some things
12:44
Fredy Aviles: But other things can be very difficult. And when they enter a later stage that thing that they couldn't do now becomes easy and then there may be other deficits. Other things that they can't do until they get to the last stage.
12:59
Fredy Aviles: So here's the thing. Piaget also said that children learn and adapt to their environment in two ways. Fredy Aviles: One is simulation and the other is accommodation a simulation is easy. The simulation is when you apply an old idea to something new, like, you know, like sucking basically the infinite let's say knows how to suck on a breast does that instinctively right
13:20
Fredy Aviles: And then the infant is a bottle is placed near the infant's mouth and the infant will also suck on a bottle that is a simulation. Fredy Aviles: That is taking something that they already know how to do and applying it to something new. Okay, taking an old idea like sucking something they already know what to do. And using that same old idea for a new thing that is presented.
13:42
Fredy Aviles: And they're also learn and adapt to their environment through accommodation accommodation is a little bit more difficult. Fredy Aviles: Accommodation is when they have to adjust their old idea to a new experience so competition is when they have to tweak or they have to. They have to do something slightly different.
13:59
Fredy Aviles: You know, to basically adjust to the new reality.
14:03
Fredy Aviles: And he, I have a similar example here, the infant sucks on a bottle differently than abreast
14:08
Fredy Aviles: See, when the child is first presented with a bottle. Okay. At first, the child will try a simulation and will try to suck on that bottle, the same way. It sucks and abreast
14:20
Fredy Aviles: And when it does when the child does that the child will quickly learned that doesn't work.
14:27
Fredy Aviles: See because sucking on a breast requires tongue pushing sucking on a bottle does not. So if the infant, you try to suck on the bottle by pushing with the tongue, he's actually going to basically make it so that you know the milk cat flow.
14:43
Fredy Aviles: Okay, so the infant has to adjust that old idea suck basically on the bottle a little bit differently, without using the tongue and that will be accommodation accommodation is basically when you take
14:59
Fredy Aviles: You know, an old way of doing things and you change it slightly you modify it to deal with the new reality that's accommodation
15:08
Fredy Aviles: Let's keep going. And let's actually talk about the stages of development. According to PHA. Now some of you may remember this from one on one or hopefully a lot of you.
15:17
Fredy Aviles: I covered on PJs theory in Psych 101 when we got to the chapter on development, but I covered the easy version of it. Fredy Aviles: And some of you may have heard the easy version before of his theory in this class, you get the longer fuller, more complicated version. Fredy Aviles: And it's that first stage that it's really a little bit more complicated. So, Piaget determine that infants progress through stages of development.
15:42
Fredy Aviles: Through four stages actually four main stages the sensory motor period. The pre operational period, the crop concrete operational period and the formal operational period.
15:55
Fredy Aviles: We're only going to talk about the sensory motor period today because it spans basically from birth to two years of age in the first two years of life and that is what we're talking about. During this chapter. That is the stage that we're at
16:08
Fredy Aviles: But see the sensory motor period is going to be broken up into sub stages.
16:13
Fredy Aviles: So some stages that fall under primary circular reactions secondary circular reactions and tertiary circular reactions and you may not have heard about these before. Fredy Aviles: It's a little bit complicated, but I'll try to explain it in a way that makes sense, but it's you know it's gonna take some effort to keep to be able to remember these and keep yourself from confusing them.
16:35
Fredy Aviles: Okay.
16:37
Fredy Aviles: So, so the pre operational period. Okay.
16:43
Fredy Aviles: Starts with primary circular reactions. Remember that the pre operational PR. If you remember from psych 101 the pre operational period.
16:53
Fredy Aviles: No, no, the sensory motor period. I'm getting wrong with the sensory motor periods, what it's called. It's Fredy Aviles: sensory motor period. Okay. It's called the sensory motor period because it really has to do with movement that's motor and the census reflexes. Fredy Aviles: Okay, that's what has to do with infants are not capable of very much at the beginning. So the sensory motor period sensory motor period.
17:18
Fredy Aviles: First, basically the the first couple of stages there fall under the period of primary circular reactions and primary circular reactions are responses to the infant's own body. So what is the infant capable of at the beginning, not much. Basically, they can use their senses. They have reflexes.
17:39
Fredy Aviles: And they explore these okay so Stage one is called the stage of reflexes birth to about one month of age, all infants are really capable of is using the reflexes. Fredy Aviles: Things that are basically hardwired instinctive. They don't have to learn these things. So the infant's will explore these reflexes. They'll suck their thumb why they suck their thumb because there hasn't happened to come near their face.
18:04
Fredy Aviles: And they'll suck their thumb instinctively. You know, they suck a breast instinctively and also suck their thumb instinctively or anything you put near them. Fredy Aviles: they'll, they'll suck on on whatever you put in your them. I bought a toy that's what infants do they will also grab things grasp things in instinctively
18:21
Fredy Aviles: They will stare. These are things they do.
18:24
Fredy Aviles: And they're just reflexes. They haven't learned anything yet. They haven't learned how to use these in a different way, but
18:32
Fredy Aviles: They're just exploring the reflexes.
18:37
Fredy Aviles: You know, they're looking they're, you know, either grabbing things that something is put near near their hand.
18:44
Fredy Aviles: And put things in their mouth. That's what they do.
18:48
Fredy Aviles: Okay, stage two, they enter. Basically, what are called the first acquired adaptations are habits. So what stage to
19:00
Fredy Aviles: They change from reflexes to deliberate actions. So they're actually thinking a little bit. So, which takes stage two, they will still be doing things that seem like reflexes, except that now they do those things. Deliver me
19:13
Fredy Aviles: So now the infant will suck on his or her thumb deliberately on purpose, not because it happened to come near their mouth and they instinctively sucked on it. Okay, if they do it purposely they will bring their little hand to their mouth and they will suck on that thumb.
19:30
Fredy Aviles: Okay, that's a little bit different. They did it on purpose not instinctively. Okay. They can differentiate between objects. Okay, like Fredy Aviles: a pacifier and abreast, you know, which is similar to a basically a bottle and abreast they will accommodate and they'll learn that sucking on a breath requires tongue pushing but sucking on a pacifier or a bottle does not
19:55
Fredy Aviles: So that's basically
19:59
Fredy Aviles: Primary circular reaction. Stage one into so primary circular actions involved stage one and two, like I said, we have sub stages here. Fredy Aviles: Okay. And those are responses to the end zone body. So the infant is using his or her own body. Fredy Aviles: Basically to explore those reflexes. Okay, that's stage one and then when they do things deliberately that is stage two, but they're still using the reflexes.
20:22
Fredy Aviles: Let's keep going. We enter a secondary circular reaction after after that and circling secondary circular reactions involved responses to objects and people Fredy Aviles: So what secondary circular reactions. The infant will now respond, not just to his or her own body but objects in the environment and people usually mommy or daddy. Okay.
20:48
Fredy Aviles: And it includes stages, three and four okay sub status, three and four. So stage three, four to eight months is called the awareness of things so they become more aware of things. Fredy Aviles: And remember, they will respond to things around them. So now they will vocalize make sounds. Basically, they'll stare. They'll smile on an object or
21:09
Fredy Aviles: Or on a person to make interesting events last. So this little girl. Will you know gays and smile, you know, a daddy basically to keep daddy's attention. You can see the picture there. That's what she's doing.
21:23
Fredy Aviles: So now she's responding to people and objects in her environment.
21:30
Fredy Aviles: invincible also shake their arms, you know, or laugh when they put a rattle in their hand, or maybe they see a cat and the cat is cute.
21:41
Fredy Aviles: And they'll laugh or smile because they see the cat.
21:46
Fredy Aviles: Okay, so now they are responding to things around them objects things people, animals, that kind of stuff. And they will smile, they'll laugh.
21:56
Fredy Aviles: And you know basically are doing things to try to maintain attention or to try basically to make something interesting last
22:06
Fredy Aviles: That stage for of secondary circular reactions. I mean, Stage three stage for of secondary circular reactions classroom about eight months to one year. Fredy Aviles: And this is called Neo adaptation and anticipation, so they become capable of new adaptation in anticipation. Let me explain that. Okay. What stage during stage for they become capable of what's called goal directed behavior.
22:31
Fredy Aviles: So now infants will do things to achieve certain goals to make certain things happen like an infant can grab the bar of soap and show mom that it's time for a bath or grab the bar. So basically telling mom. Hey, it's time for my bath.
22:48
Fredy Aviles: Or the infant will talk about mommy's dress telling mommy. Hey, don't leave so the infant now is trying to accomplish things, not just stare at things, but it's trying to make things happen.
23:01
Fredy Aviles: Infants also develop object permanence. During this stage. Okay, and object permanence is when they see and hear something object permanence okay develops. Fredy Aviles: It has to do with be with knowing something still exists even if you don't see or hear it, so they understand that objects and people exist. Okay, where they don't see or hear them.
23:25
Fredy Aviles: So if a little ball should roll away. Let's say into another room an infant that has object permanence will go after the ball. They know it's still exists even if they don't see it. Fredy Aviles: Or if you place a ball under a blanket don't reach under there and grab it. They have object permanence.
23:44
Fredy Aviles: If a child does not have object permanence. By the way, a ball that rolls away under the couch or another room will be immediately forgotten. If they don't see it. They don't hear it, it does not exist for them. That is when they lack object permanence.
23:59
Fredy Aviles: And children also like to play peekaboo during this, during this time from seven to 12 months they find the Game peekaboo very, you know, very fun. Fredy Aviles: And that is because they are developing object permanence. So with playing peekaboo, what you do is you, you know, they'll place their hands.
24:20
Fredy Aviles: On their face and the open them often the. Let me explain it this way, the parents often do this with a blanket or with their hands, they'll cover their face and then they'll uncover their face and they'll say peekaboo right Fredy Aviles: So it's like they're appearing and disappearing.
24:36
Fredy Aviles: Okay.
24:39
Fredy Aviles: And the infant's will you know basically find this hilarious. They'll find it funny. It's interesting to them.
24:50
Fredy Aviles: Let's keep going.
24:54
Fredy Aviles: And then we enter the stage of tertiary circular reactions.
25:02
Fredy Aviles: Okay. Tertiary circular reactions includes stages, five, and six. And there's a little bit more complicated with with tertiary circular reactions.
25:13
Fredy Aviles: The first stage five there, it's, it's called New means through active experimentation. The little scientists, so basically infants will act like scientists like little scientists, they'll explore things and experiment with things. It looks like they're experimenting with things.
25:29
Fredy Aviles: Okay, like this infant there that you can see on the
25:33
Fredy Aviles: Right there in the picture is touching the vent.
25:38
Fredy Aviles: And probably running the fingers across the vent and is realizing that that makes a sound.
25:44
Fredy Aviles: And the infant will play with that and try to produce that sound. Try to experiment with that.
25:50
Fredy Aviles: So the infant here is trying to produce something new, some novelty, right, not just repeat things and infamy also drop things from different heights to produce different sounds or to see how high a ball bounces. You know, when they drop it from just a few feet or a few inches.
26:08
Fredy Aviles: Okay, so that stage five they're acting like little scientists
26:12
Fredy Aviles: And then we enter Stage six of tertiary circular reactions. That's 18 to 24 months new means through mental combinations is what that's called. So now infants will anticipate and solve problems. They'll try various actions mentally before performing them. So they'll actually
26:31
Fredy Aviles: Try to figure something out in their heads before they actually do it. So, for instance, a child can see their brother, run, run down the hall will notice that the child was not punished for running down the hall, they'll wait. They'll think and then they'll do the same thing.
26:49
Fredy Aviles: So they'll think about it in their own heads before. Okay, before they actually do it. Fredy Aviles: pretend play begins. Okay, the child can talk a doll into a bed, you know, play house like this little girl over here that's pretend play that's part of Stage six of tertiary circular reactions.
27:05
Fredy Aviles: They're also capable of deferred imitation, which we talked about before. That's part of memory, right where they'll copy behavior that they've noticed hours or days earlier. They'll pretend to use a phone hours after seeing mommy. Use a phone.
27:18
Fredy Aviles: And often parents will buy children little toy phones because they want to do the same things that adults do they see them on the phone. They see them, you know, Fredy Aviles: Washing dishes, stuff like that. So what by children in little toy phones little toy pots and pans toy food so they can pretend that they're cooking food.
27:40
Fredy Aviles: Toy shovel, so they can pretend to be like, Dad, you know when he's working in the yard.
27:45
Fredy Aviles: Okay.
27:47
Fredy Aviles: That's what this is. That is deferred imitation.
28:00
Fredy Aviles: Okay, let's keep going.
28:05
Fredy Aviles: Here's a little bit of a review to make it easier for you guys to understand and there's a link to a video there that I'm not going to play because when I have tried to play a video, it doesn't work out very well and then
28:16
Fredy Aviles: It ruins the whole recording. Okay. Not all of it, but it ruins. This part of the recording. Fredy Aviles: So primary circular reactions. Remember that, that is that is that has to do with actions to the infants own body. That's why it's called primary has to do with the infant's own body. Fredy Aviles: The infant will suck their thumb and they enjoy sucking so they'll do that again. They can do that deliberately or reflexively depending on whether in stage one or stage two.
28:39
Fredy Aviles: SEC secondary circular reactions are actually called secondary circular reactions because they involve responses to objects and people. So it's secondary. It's not just about themselves.
28:50
Fredy Aviles: So they'll smile stare at somebody else we're on a cat or a toy right to try to make something interesting last and tertiary circular reactions is when they basically Fredy Aviles: You know, they try to do things to get a you know a pleasing result or to produce something new, like they're the baby steps on a rubber duck. Right. It makes a sound that they like baby squeezes the rubber duck trying to produce the same sound right. And the duck squeaks
29:21
Fredy Aviles: Okay, and they enjoy that. And they do that again. So they're experimenting. They're trying things out.
29:28
Fredy Aviles: Okay, like I said, there's a link there that you can watch you guys can watch that on your own.
29:33
Fredy Aviles: Now let's talk about language.
29:36
Fredy Aviles: How does language develop
29:39
Fredy Aviles: Well, before we talk about the development of a language in infants. Let's when you talk about something known as baby talk Fredy Aviles: Adults when they talk with their infants with their babies, they will often use very simple high pitched sounds Fredy Aviles: Okay and this is called baby talk. And people often use this with their pets as well. By the way, little cute high pitch sounds
30:02
Fredy Aviles: It's, it's hard for me to imitate this stuff, you know, when I don't have an infant in front of me or cat or something like that, but it will be something like, like, you know, something like this. Like, who's a good girl, you know, you're a good girl.
30:15
Fredy Aviles: Who's mommy's little sweetie, right, that kind of stuff. I feel silly, you know, Fredy Aviles: Trying to talk that way. But when you're with an infant. It doesn't seem so silly. And you do it almost instinctively Fredy Aviles: It. Research shows that infants actually like it when you talk to them that way. Okay. And it's good for them. It maintains their their their attention and it's something useful. Okay.
30:39
Fredy Aviles: But of course, as they get older, you need to talk to them more normally okay because they shouldn't grow up thinking that's the way people talk
30:46
Fredy Aviles: Let's talk about language development in infants. Okay so newborns are not capable of much language, but they do have language, a newborn mostly just Fredy Aviles: Cries. Okay, that's the way they communicate with you. They cry to tell you that they're hungry, that they're cold that they're in pain that they're tired. Right, but also little movements.
31:07
Fredy Aviles: Sometimes they're happy, and they'll just move their little arms and legs and then they look like they're excited their facial expressions. You can tell when they're sad. Fredy Aviles: Right when they're happy. That's the way they communicate with you. A lot of it is just crying. But there's also movements and facial expressions.
31:23
Fredy Aviles: By the second month infant start making more meaningful noises noises that we refer to as cooling and these are vile like sounds you know that in that in that basically like fussing
31:35
Fredy Aviles: And fighting and laughing, but let me explain cooling first cooling is basic like little oohs and ahhs like who are Fredy Aviles: You know, like, you know, sounds like that. They start making those little sounds and there's also fussing, you know, making little noises, have to do with fussing and even what what seems to be like laughing, but it's not real. Laughter yet but they start making sounds like that.
31:58
Fredy Aviles: But cooling is the important thing that happens by the second month by three to six months you'll hear squeals grounds grunts and yells Fredy Aviles: Different sounds that are not just vowels. It's like the beginning of those consonant sounds, you know, especially a growl growl, it kind of sound like there's an R in there somewhere. So they start making these sounds Okay, that are
32:20
Fredy Aviles: Starting to sound like language by six to nine months, you start to hear babbling okay repeated, consonant, vowel sounds like bye bye bye Fredy Aviles: Now, now, you know, top, top, you know, and that will eventually become their first words but at this point is just babbling, they're just repeating sounds combining consonant, vowel sounds. And they're just repeating them and that will become their first words by their by the first year.
32:49
Fredy Aviles: There'll be going to produce their first words and this will usually be simple vowel sound combinations, Mama, Papa, so Fredy Aviles: It's like babbling, except that now you're putting it together into words. Mama Papa Tata kaka, you know, that kind of stuff. And keep in mind that infants developed language at different times.
33:10
Fredy Aviles: Girls seem to develop language faster than boys on average.
33:14
Fredy Aviles: And some kids develop language quite quickly and some are behind. So the children can be all over the place. These are averages that we're talking about, okay, your infant might be Fredy Aviles: Developing language faster than this, or slower than this. My son was behind my daughter was way ahead. Okay, 13 to 18 months they have you know vocabulary starts growing okay slowly 13 so by 13 month they probably have a vocabulary about 50 words.
33:44
Fredy Aviles: Okay.
33:46
Fredy Aviles: And I didn't two months, there's what we call a vocabulary spurt or a naming explosion by 18 months they start learning words very very quickly like three or more per day. And these words that they're learning and mostly nouns pp poo poo non non Tata, you know, things like that. Okay.
34:05
Fredy Aviles: They're mostly things that are physical. Because that's what they understand they don't understand things that are symbolic it okay that's much more complicated.
34:14
Fredy Aviles: Words usually refer to people or animals and toys physical things because not going to refer to numbers or ideas or anything like that. They're not capable of that yet. Fredy Aviles: And they use these things called Kala phrases, they will basically use one word to mean different things like the word ball can mean you know basically like ball like is that a ball or it can mean Paul, you know,
34:39
Fredy Aviles: Or or it can mean like Paul I want the ball. I can mean I want the ball. Is that a BA, those kinds of things. And they, you know, they're also use over extensions
34:50
Fredy Aviles: They use the like the word car for instance for a car for a truck for a van for a motorcycle when when all those things are vehicles, but they use the word car for everything.
35:05
Fredy Aviles: And those are problems that we see early on but vocabulary is developing very quickly language is developing very, very quickly. Children. It's amazing how quickly they they learn language.
35:16
Fredy Aviles: And I should point out their native language will talk about foreign languages down the road. More about language development by 21 months you start to hear to see the first two words, sentences and it'll be simple things like more juice baby cry, things like that. Right.
35:33
Fredy Aviles: They have difficulty with tense. So they'll have they'll make grammatical errors, you know, instead of saying something like, I went, which is complicated for them, they'll say me go.
35:44
Fredy Aviles: Where I want to go. They'll say me go right but there's trying to put those words together to make sentences or phrases Fredy Aviles: By 24 months they're using telegraphic speech, which means they're using multiple words speech half of their sentences are two or more words no faith, things like give baby milk.
36:03
Fredy Aviles: Baby go to bed, you know, baby. Go, go, night, night, something like that.
36:11
Fredy Aviles: That's by 24 months and like I said before, keep in mind there are vast differences between infants. Okay.
36:18
Fredy Aviles: girls develop language faster than boys and my daughter. By the time she was 24 months old. She was way ahead of this already. Okay, my son. On the other hand, when he was two, you know, two years old already
36:32
Fredy Aviles: He was still just saying a word here and there. He's on the autism spectrum. So he's behind and has trouble producing speech. And when he does say things. It doesn't always sound right. And he's, he goes to speech therapy for that. Another kinds of things.
36:49
Fredy Aviles: There's also gesturing gesturing is also language.
36:52
Fredy Aviles: Things like pointing or sign language is gesturing all infants actually congestion.
36:59
Fredy Aviles: Concepts that they, you know, with gesture are expressed sooner than speech so infants can actually learn to gesture before they actually learn to talk
37:07
Fredy Aviles: You know they and they occur even without adults signing without without adults turn teaching them to sign right like pointing emerges in human babies around 10 months. Fredy Aviles: That's before they start saying the first words, they can point, they can't say what that is, but they can point
37:24
Fredy Aviles: And say that they want something or look at that, you know, this mother here is teaching her 12 month old the sign for more by using sign language and children can learn these things early on, even before they're capable of expressing those things with words.
37:41
Fredy Aviles: That's gesturing. That's a very important thing to know especially if your infant has trouble with language, you can maybe teach them to gesture.
37:49
Fredy Aviles: Let's talk about theories of of language development.
37:54
Fredy Aviles: These are simple. It's not that hard on behavior ism. That's a one explanation for language. Remember the theory of behaviors and you learn from one on one behavior ism says that everything is learned that we learn everything through rewards and punishment.
38:10
Fredy Aviles: One of the main proponents of behaviors and was was Skinner. You can see his picture there. Fredy Aviles: According to Skinner infants learn to associate words with the objects, especially if there's reinforcement, especially if there's, for instance, some kind of reward. That's a type of reinforcement. Okay. Fredy Aviles: So, it usually goes something like this, you know, the child will say something that sounds like language.
38:33
Fredy Aviles: And then the parent will get happy and excited and they'll give attention to the infant and they'll smile. Fredy Aviles: Right and so therefore the infant will say, or try to say something similar, or what makes will continue making sounds like that the parents reward the child for basically making sounds
38:51
Fredy Aviles: And developing language all along the way. So parents teach infants to repeat words, providing objects, you know, this is a ball. Can you say ball or here's a bottle say bottle makes a bottle. Good. So we reward children for using language and they develop they develop it along the way.
39:09
Fredy Aviles: You know we smile, we reward them. That's how we learn language accordance Skinner, we start making little Fredy Aviles: Vowel sounds little you know little not yeah vowel sounds a little cooing sounds parents get happy they smile. Fredy Aviles: At the infant to the infant learns that that's desirable. So they continue making those little cooing sounds and eventually it turns to babbling
39:28
Fredy Aviles: And they get reward for that and then babbling becomes the first words and he all along the way you're getting happy you're rewarding them and they're learning that language is something that they should produce to get rewards.
39:42
Fredy Aviles: Children also learn to imitate people, the sounds that they make. And the things that they do. But here we're talking about language. So they learn to imitate language. Fredy Aviles: And hearing language is important for them so they can imitate it. Here's a graph here that shows you the importance of maternal responsiveness.
40:00
Fredy Aviles: Basically what this is showing here.
40:02
Fredy Aviles: Is that infants acquire language faster if they have a mother. That's very responsive. That's the blue line there.
40:11
Fredy Aviles: You can see percent of infants knowing at least 50 words. That's the scale on the Fredy Aviles: Vertical line their scale on the left and then the horizontal line there is the age of the infinite months. And you can see that infants develop Fredy Aviles: Language much more quickly if they have a mother that is very responsive those mothers that in the top 10% of responsiveness know the ones that pay a lot of attention to their infants, talk to them a lot play with them a lot.
40:37
Fredy Aviles: Those infants will develop language faster. And then we have the infant's of mothers that are in the bottom 10% of responsiveness. Those are the mothers that Fredy Aviles: ignore their children a lot don't talk to them a lot of play with them a lot. So they're not rewarded a lot for using language they develop language more slowly.
40:54
Fredy Aviles: If you are not exposed to language. If you do not hear language. Early on, it will slow down your language development.
41:02
Fredy Aviles: Because yes rewards and punishments imitation is important.
41:07
Fredy Aviles: And that is a you know that's what behavior ism says. It says that we learn language by basically imitating others and by being rewarded for producing that language.
41:21
Fredy Aviles: And being punished for basically not producing language.
41:27
But
41:28
Fredy Aviles: Developmental as have said that it can't just all be rewards and punishments that is that cannot be what explains language, you know, completely sure rewards and punishments help, but according to others like Chomsky
41:43
Fredy Aviles: The brain must also be evolved you there must be a reason why we learn language so quickly. Fredy Aviles: And Chomsky reason that you know we have something called the language acquisition device in the brain. Fredy Aviles: Now, there is no such part of the brain. By the way, that's called the language acquisition device, but there are areas of brain that are involved with language.
42:03
Fredy Aviles: Okay. And there's more than one. There are several but language reason even, you know, before we knew about these things. Fredy Aviles: That children must have some structure in the brain that allows them to learn language and grammar, very quickly, very rapidly because they learn it so quickly, it can't possibly be rewards and punishments that that matter of, you know, it can
42:23
Fredy Aviles: Sure that helps. But that can't be what explains language completely experts have said that it would take infants 100 years to learn language if it was just rewards and punishments the brain must actually be hardwired to learn language.
42:39
Fredy Aviles: It's part of brain development. In other words, language development requires maturation of the brain neurons and pathways okay reinforcement is so slow to account for the fast rate of language development, are you really rewarding. Your infant's for every single word that they learn
42:54
Fredy Aviles: Especially when they're get to the, the, you know, the naming explosion when they start learning three or more words per day.
43:01
Fredy Aviles: You're probably not rewarding them for that. Okay, I'm sure they're hearing language. Fredy Aviles: You know, and they are being rewarded, but the brain is also primed and ready to learn language, the brain, the development of the brain also basically allows them to learn language very quickly much quicker than they otherwise would just rewards and punishments social pragmatic theory.
43:24
Fredy Aviles: Says that children basically are social and that language is a way to connect with others. We learn languages, basically because we are social beings, we need to communicate and interact with others. That's what the theory says
43:38
Fredy Aviles: So children are social beings that acquire language as a way to connect with others.
43:44
Fredy Aviles: Were dependent on others for survival for joy. So we have to learn to communicate and interact with people. Language is very important for that. Okay, we're Fredy Aviles: We're compelled to be social, even as newborns. We learned to vocalize the Babel to gesture to listen to point in order to communicate and interact with people.
44:00
Fredy Aviles: We look intently at faces were attracted to human voice. We are social social pragmatic theory social means that basically we're social and we need to be with others and pragmatic means it's just that we need language to do practical things, you know, to communicate to basically
44:17
Fredy Aviles: To work together to, you know, to get protection, you know, to get the things we want. We were part of groups and we need to communicate in order to function within those groups, even as infants.
44:29
Fredy Aviles: We quickly learned to communicate in order to achieve that. That's what the theory says a hybrid theory. This just says that basically some aspects of language can be explained by one theory at one age and then another theory is better explaining language at a different age.
44:45
Fredy Aviles: A hybrid theory, that just means a combination of theories, so
44:50
Fredy Aviles: All these theories that we just mentioned, there were three of them. They're all useful. They all explain explain language and their own way and they're not wrong. Fredy Aviles: It's just that they are all involved yes reinforcement is important rewards are important for learning language and invitation, but so is the brain. And so our social connections and relationships.
45:12
Fredy Aviles: And that's what hybrid theory says that, basically, it's a combination of things that is happening that explain language, it's not just one theory doesn't explain it all.
45:20
Fredy Aviles: How language is learned depends on the age of the child.
45:24
Fredy Aviles: As well as the circumstances, you know, that are occurring.
45:33
Fredy Aviles: Okay that is
45:37
Fredy Aviles: The end there. So I'll stop recording
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