Early Childhood Development Essay

Throughout the course of this semester, I have been surprised to see how much I have learned about the development of infants. When it comes to the object permanence, initially I did think it was of the short attention span that I thought infants had that contributed to them not searching for occluded object. This study showed that memory limitations are not the only factor in occlusions or partially occluded objects. It reminded me of other behaviors that we discussed in class such as habituation and dishabituation where habitation is presenting a stimulus to an infant and see how long it takes for them to get bored of it while dishabituation is when the infant is interested. From playing with my little cousins and volunteering at the Children’s

Infants that are three weeks old will be at the beginning stages of maturing s cones, which should enable them to begin viewing green and will in turn prefer the color green (longer gaze time) because it is new in their development of color. Independent variables of the study will be which color is shown to the infants.

Early research by Hubel and Wiesel (1959) on the visual system of cats and kittens suggested that the adult visual system is unable to ‘recover’ after damage. They propose a critical period for normal nervous system developed, during the first few months of life, in which the brain is still able to change, after which the brain was hard-wired (Hubel & Wiesel, 1959).

In Chapter 1 "Early Category Representations and Concepts" Oates & Grayson examine how infants come to learn about the world around them and make sense of it. Infants observe and integrate information in a way comparable to adults. When they see something unfamiliar, they go through mental processes to attempt to name this new thing or place it in a class of things that are similar to it. This classification and categorization of concepts lays the foundation for cognitive development; constantly thinking about the things we sense. Researchers have been able to measure how three and four month old infants categorize through experimental methods such as familiarization/novelty-preference. In this method, infants are shown different items that

During this stage, infants are discover the relationships between their bodies and the environment. One important part of this stage is object permanence. This when a child is beginning to understand objects that cannot be seen or heard (Berk, 2014). An example of this, is the game peek-a-boo. Older infants will understand that the person is still even though they cannot see them, while younger infants will think that the person disappeared. Some researchers refute Piaget’s findings. One perspective, the core knowledge perspective argues that babies are born with an innate knowledge. This means that infants are able to understand the world around them because they are prewired at

I mean no disrespect to our little bundles of joy when I say this, but a baby’s mind is extremely ape-like. It takes time for our brain to develop, so in our earliest of days, instinct dictates everything we do. Colour helps us at a young age, and allows us to differentiate one object from another.

An experiment was performed to examine the age at which infants recognize certain outcomes as impossible. Five-month old infants were tested in the procedure depicted in Figure 1. 3a. According to Figure 1, the first step in the experimental procedure is that two identical objects are to be placed into a case or box, these objects are primarily toys that would capture an infant’s attention. The infant would be roughly 5-months old, and the next step of the experimental would consist that the screen that is hanging from the case or box is to be lifted up and cover the two objects from the 5-month old infants vision. Within the third step the empty hand of the researcher doing the experiment would come in from the same hole that it first came through when it first placed the two objects in the case. The forth step of the experiment would consist of the hand taking one of the two objects from the case which may or may not be seen being removed. In the fourth step an object could also be added, which again can be hidden behind the screen or be completely seen by the 5-month old infant. The fifth step of the experiment in turn would result in two ways, the first being that the case that contained the two objects is now revealed to contain one. Now the second result can end up in which the 5-month old infant is left to wonder and think as two why there may still be two objects when there was clearly a hand that came in to take one object away. 3b. There are two conditions that

Infant youngsters show attentional inclinations for particular individuals over others in light of various implications. Incidentally, the part of these slants in shaping infant youngsters ' slants and learning is not clear.

It has been established that infants can detect and identify faces in the first year of life. In the study conducted by Fantz (1961) neonates were presented with two or more stimuli, there were human faces amongst other images presented. Once the stimuli were presented to the infants the length of time they looked at it was recorded. the results indicated that the infants looked at the human faces for longer and therefore, have a visual preference for face. Thus, indicating that infants can recognise faces in their first year of life. However, the complexity of visual preference and the influences associated with the faces an infant

The Development of Visual Short- Term Memory Capacity in Infants was written by Shannon Ross-Sheehy, Lisa M. Oakes, and Steven J. Luck. Shannon Ross-Sheehy is an Assistant Professor in The University of Iowa. She works in the department of psychology and earned her Ph.D. at the University of Iowa. Lisa M. Oakes is a professor at Davis Center for Mind and Brain. She earned her Ph.D. in psychology at The University of Texas, and earned her B.A. in psychology at The University of California in San Diego. She’s a member of a few organizations such as American Psychological Association, Internal Congress of Infant Studies, Society for Research in Child Development and many more. Steven J. Luck is the director of Center for Mind and Brain. He earned his Ph.D. and M.S in neuroscience at The University of California, and he also earned his B.A in Psychology at Reed

I think that your analysis is very good. However, if I were to test pattern preferences, I would use the method or preferential looking. According to the textbook, Life-Span Human Development, 7th edition, by Carol Sigelman, on page 175, preferential looking has "researchers that present an infant with two stimuli and measure the length of time the infant spends looking at each. A preference for one over the other indicates that the infant discriminates between the two stimuli." This method is good to use because if you place a blank color and a pattern next to eachother, the infant will tend to look at the pattern instead, meaning that they fix their eyes on the pattern. This was also discussed in class on Tuesday about why a infant chooses

The focus will the development of a baby’s visual system from the moment of birth to one-year-old of age, including depth perception and color vision. Similarly, the main disorders present in infants will be discussed along with their treatments, and advice on how to determine if a child may have a defect.

The theory states that cognitive development goes through stages for all children. The way that they look at the world is mediated by the ways that they can use their brains.”Conditioning and implicit memory form the sensory experiences that make up an infant's burgeoning understanding of the

The development of the visual system is studied very widely in the world today for medical use and scientific challenge. It is important to analyse what infants can see and how they are developing for medical implications; to assess critical periods and as a chance to pick up on amblyopia. There are many ways of accurately testing infant’s colour vision such as preferential looking, VEPS and optokinetic nystagmus tests. Preferential looking uses the principle that infants fix on and follow objects. Two spatial frequency gratings are presented to the infant with varying contrasts. The infant will follow that grating with a higher contrast. A ‘blind’ observer will follow where the child fixates and record the results. Using this technique, you can detect what the infant can see. Visual Evoked Potentials is another method of measuring infants vision where a cap with 200 electrodes is fixed onto the infants’ head and the

New born infants have poor visual acuity as opposed to adults. Visual acuity measures to what extent an individual can detect visual detail. Their lack of visual acuity means they see the world a more ill-defined manner. Adult visual acuity is thirty times the visual acuity of a new born (Van Hof-van Duin & Mohn 1985). Atkinson & Bradrick (1981), supported this and found that new born infants could only detect the separation of lines if they are 30 times wider than the minimum width adults can detect. There is at least a five-fold improvement by 6 months of age in acuity, though it takes several years for it to reach adult level, Brown & Yamamoto 1986. New born infants also have poor visual accommodation, needed to make sharp retinal images at different distances.