Samenvatting hoorcolleges en literatuur DLB deel 2
Inhoudsopgave
Lecture 8 Motor Development................................................................................................................................ 2
Siegler Ch4 (pp. 149-153) ........................................................................................................................................ 6
4.5 Dynamic-systems theories: ........................................................................................................................... 6
Siegler Ch5 (pp. 176-184) ........................................................................................................................................ 7
5.2 Motor development: ..................................................................................................................................... 7
Lecture 10 Intelligence and Academic achievement............................................................................................... 9
Lecture 11 Language development ....................................................................................................................... 14
Siegler Ch8 ............................................................................................................................................................ 19
8.1 What is intelligence? ................................................................................................................................... 19
8.2 Measuring intelligence................................................................................................................................ 20
8.3 IQ scores as predictors of important outcomes .......................................................................................... 20
8.4 Genes, environment and the development of intelligence ......................................................................... 21
8.5 Alternative perspectives on intelligence ..................................................................................................... 22
8.6 Acquisition of academic skills: reading, writing and mathematics ............................................................. 22
Siegler Ch6 ............................................................................................................................................................ 26
6.1 Language development .............................................................................................................................. 26
6.2 The process of language acquisition ........................................................................................................... 27
6.3 Theoretical issues in language development: ............................................................................................. 29
6.4 Nonlinguistic symbols and development .................................................................................................... 29
Lecture 12 Development and Media use in children ............................................................................................ 30
Lecture 13 Development and Media use in adolescents and adults .................................................................... 34
Valkenburg & Piotrowski Ch4 infants, toddlers and preschoolers ........................................................................ 40
4.1 Child Development and Media Preferences: ............................................................................................... 40
4.2 Birth to Two Years: ...................................................................................................................................... 40
4.3 “Under Twos” and Media: The Debate ....................................................................................................... 41
4.4 Two to Five Years ........................................................................................................................................ 42
4.5 With Development Comes Gender .............................................................................................................. 43
Valkenburg & Piotrowski Ch5................................................................................................................................ 44
5.1 Young Elementary Schoolchildren (5-7 years old): ...................................................................................... 44
5.2 Preadolescents (8-12 years old): ................................................................................................................. 45
Valkenburg & Piotrowski Ch6 Adolescents ........................................................................................................... 47
6.1 Generation digital: ...................................................................................................................................... 47
6.2 Early Adolescence (12-15) ........................................................................................................................... 47
6.3 Late Adolescence (16-19) ............................................................................................................................ 50
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,Samenvatting hoorcolleges en literatuur DLB deel 2
Lecture 8 Motor Development
What is motor development?
There are several definitions used in the books, in this lecture 2 are used.
- Changes in motor behavior over time and the processes underlying it (Clark & Whitall, 1991)
- Adaptive change towards competence. There is a goal = walking to be able to explore the world
(Sugden & Wade, 2013).
What are these processes?
Same observed developmental changes explained by different theories:
- Neural maturation (Neuromaturational theory)
- Self-organization of complex (sub)systems (dynamic systems theory)
- Differentiation, direct perception and discovering affordances (ecological perception-action
theory)
The stepping reflex (change in motor behavior):
- From birth on an infant has a stepping reflex.
- Stepping reflex disappears after about 2 months of age
- Thelen (1995) Experiments: environmental manipulations
1. Stepping reflex disappeared: little ankle weights (<2 months)
2. Stepping reflex reappeared: water basin (>2 months)
- Cannot be explained by cortical inhibition hypothesis
- Thelen: rapid weight gain due to breastfeeding makes the legs too heavy for the muscles that
lift the legs in stepping.
Neuromaturational theory, Gesell Dome (1928):
4 important statements of the Neuromaturational theory:
1) Development is predetermined: behavioral changes reflect 1
to 1 the maturation of the CNS (central nervous system).
2) Fixed sequential order of motor milestones (based on
observations between children in different environments and
twins).
3) Development progresses from proximal to distal (body (eyes,
mouth etc.) to limbs) and from cephalic to caudal (head to feet).
4) Functional asymmetry due to cerebral lateralization (e.g. handedness).
There is a lot of criticism on this theory:
1. Does motor development really progresses from head to feet (proximal to distal)?
➢ Galloway & Thelen (2003) put this question to the test.
➢ It is true that children are better skilled in Reaching with hand than foot but this can be
because of parents giving toys to their hands instead of feet.
➢ So they trained 12 week old infants for 6 weeks in reaching towards toys with their feet.
➢ After 6 weeks training reaching with their feet is similar or even better ’skilled’ compared to
reaching with their hands.
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,Samenvatting hoorcolleges en literatuur DLB deel 2
2. Does the development of motor milestones really
have a fixed sequential order?
➢ Nowadays there is more data on these milestones.
➢ It shows that there is large overlap in the
attainment of different milestones.
➢ It depends a lot on the child, some start walking at
8 months and others at 18 months.
➢ But is also depends on multiple environmental
factors.
➢ Largo et al. (1993) did a study on 360 infants. Their
individual milestones were observed and
described.
➢ This figure → shows that 87% of the infants
followed the same predicted sequential order
of the development of motor milestones.
➢ So 13% did not
Behavioral landscape (Zanone et al., 1993):
- This figure → is a representation of a
microgenetic study in which the use of different
locomotor behaviors in an individual child is
observed on a daily basis.
- This resulted in a developmental landscape of motor
milestones.
- On the x-axes the different motor behaviors are
displayed, on the z-axes the age of the infant in
weeks and on the y-axes the frequency of the
behavior.
- It confirms that multiple motor behaviors overlap and that there is a large variability in used
behaviors.
- It is also clearly visible when there is a big transition in use of motor behavior. Like the peak in
transition from crawling to walking. This is called a transition in motor development.
But how can we explain transitions in motor development? → dynamic systems theory.
Dynamic systems theory:
Dynamic systems theory is a theory by Thelen:
- It states that Motor development emerges through the
dynamic interaction between the child, task and
environment.
- Child, task and environment are systems to motor
development. Within these systems we speak of
subsystems.
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, Samenvatting hoorcolleges en literatuur DLB deel 2
- Child: parallel developing subsystems with their own
(non-linear) developmental trajectories. Within the
child processes are happening which each contribute to
the development of the child. →
- Changes in one of the subsystems may lead to a
transition in motor behavior and motor development:
heterarchical system. This means that any of the
subsystems are important, one isn’t more important than another.
- The underlying process to explain transitions is Self-organization. This is a typical feature of
complex biological systems. The idea is that stable motor behavior and transitions in motor
behavior emerge due to the complex interaction of the different subsystems without control
from a central organ.
- there is an example given of Self-organization in centipedes (duizendpoten) their motor
coordination is not hard-wired but softly assembled.
- Motor development transitions are non-linear in nature.
- This theory distinguishes 2 parameters:
1. Order-parameter: reflects the order of the movement pattern (e.g.. walk, trot or gallop,
or in infants: crawling or walking).
2. Control parameter: small changes in the control parameter may lead to transitions from
stable pattern A to another or new stable pattern B.
Development of visual perception:
- The development of visual perception is important for the infant to explore the environment.
The infant needs to be able to see properly when starting to move around. Underdeveloped
visual perception may lead to underdeveloped motor coordination.
➢ Visual acuity (3 months onwards)
➢ Figure-background discrimination (4 months onwards)
➢ Depth perception (4 months onwards)
➢ Visual-motor coordination (6 months onwards)
Development of Reaching (7 months onwards):
- The infant has more control over its body so
reaching starts to occur more (Thelen, 1993)
- Especially well developed head control has a big
influence on the reaching activities of infants.
Postural control and exploration:
- Postural control in sitting position facilitates
multimodal object exploration, that is looking at
the object while simultaneously manipulating it
(Soska & Adolph, 2014).
Perception-action theory:
The environment plays a big role in this theory. Within this theory there is the theory of perceptual
learning from Gibson. This perception-action theory is a combination of perceptual learning,
affordances and how does one discover an affordance.
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