Kuther, Lifespan Development Instructor Resource

Chapter 05

Solutions Manual for Lifespan Development Lives in

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9781483368856
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Chapter 05: Suggested Answers to In-Text Questions

Cognitive Development in Infancy and Toddlerhood

Contents
Thinking in Context 5.1 (p. 120) ...................................................................................................... 1
Lifespan Brain Development: The Media and Baby Geniuses - What Do You Think? (p. 123) ....... 3
Thinking in Context 5.2 (p. 124) ...................................................................................................... 3
Thinking in Context 5.3 (p. 126) ...................................................................................................... 4
Lives in Context: Baby Signing - What Do You Think? (p. 129)........................................................ 4
Lives in Context: Development in Internationally Adopted Children - What Do You Think? (p.
131).................................................................................................................................................. 4
Thinking in Context 5.4 (p. 134) ...................................................................................................... 5
Apply Your Knowledge (p. 134) ....................................................................................................... 6

Thinking in Context 5.1 (p. 120)

1. Toys offer infants important opportunities to practice and hone their
development, and infants play with toys in different ways at different ages.
Identify a toy appropriate for an infant in the secondary circular reactions
substage (e.g., a loud rattle or jingling set of toy keys).

• Student answers will vary. Check to see the toy is appropriate for the
infants at each age. Check for several sentences to support their reason
for choosing the toy.
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Chapter 05

2. Compare and contrast how infants in the secondary circular reactions

substage and coordination of secondary schemes substance might play with
the toy.

• An infant in the secondary circular reactions substage will see the toy and
interact unintentionally with it. During coordination of secondary schemas,
children intentionally interact with the toy.

3. How might infants in the tertiary reactions substage play with it?

• An infant in the tertiary reactions substage will vary their interactions with a
toy. They like to engage in trial and error. You may see the infant throw the
toy multiple times to see what happens.

4. How might infants’ play match their developing schemes?

• Their first play will be interactions that are not intentional. Then they will
intentionally grab toys to explore them. Then they will use trial and error to
manipulate the toy in multiple ways.
5. Might parent–infant interactions, the home environment, and sociocultural
context influence when infants develop object permanence? Why or why
not?

• Parents may watch their infants’ eye movements to see if infants notice
items disappear. They can play simple hide-and-seek and peek-a-boo games
with the infants to help develop the understanding of object permanence.
Students may have other answers. Look to see if the response is plausible
and whether or not they give several sentences to support their answers.

6. Infants around the world delight in playing peek-a-boo. Compare and

contrast how Piaget and core knowledge theorists might account for infants’
attention and interest in the caregiver’s disappearing and reappearing face.

• Piaget would argue that until an infant is 8-12 months old, the face
disappears when the infant cannot see it. Object permanence begins to
appear around 8 months old but is not fully developed until 12 months old.
He suggests infants show their understanding of object permanence when
they manipulate objects with their hands. However, core knowledge
theorists believe the ability develops as a result of infants’ experience. As
they have more experience with things disappearing and reappearing, their
understanding of object permanence develops.
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Chapter 05

Lifespan Brain Development: The Media and Baby Geniuses - What Do

You Think? (p. 123)
1. How might you teach infants and toddlers how to learn from screens, such as
from televisions, cell phones, and tablets?

• Infants require experience interacting with these. I would use it myself, and
the infant will want to do what I do. As they gain more experience, they will
become better at interacting with technology.

2. Imagine that you are a parent. What are some of the reasons why you might
allow your young child to play with your mobile phone or tablet? In your view,
what are some disadvantages to screen use by infants and toddlers?

• Student answers will vary. Look to make sure they have several sentences to
support their opinions.

Thinking in Context 5.2 (p. 124)

1. Recall from Chapter 1 that an important theme of development is that it is
influenced by multiple contexts. How might contextual influences, such as
family, neighborhood, sociocultural context, and even cohort or
generation, influence cognitive development?

• Development is influenced by interactions with others and experience in

different contexts. The more people who interact with the baby in different
ways, the more knowledge the baby will gain about different contexts.

2. Identify personal examples of attention, working memory, and long-term

memory. What is the earliest personal example that you can identify?
How have your information processing capacities changed with
development?

• Student answers will vary. Look to make sure they have several sentences
to support their opinions.

3. Given what we know about infants’ capacities for attention, memory, and
categorization, what kinds of toys and activities would you recommend to
caregivers who want to entertain infants while promoting their
development?

• I would give infants toys that stimulate their interests and promote the
cognitive development appropriate for their ages. I would play peek-a-boo
and hide and seek in various forms, and I would talk to infants asking them if
 Kuther, Lifespan Development Instructor Resource
Chapter 05

they remember events. I would provide toys that promote development of

attention, memory, and categorization. Students may discuss various toys.
Look for examples with several sentences to support their reasoning.

Thinking in Context 5.3 (p. 126)

1. Thinking back to the continuity–discontinuity theme of development, would
you say that intelligence represents an example of continuous or
discontinuous change? Explain your answer.

• Student answers will vary. Look for answers that support information from
the textbook and that have several supporting sentences.

2. Why is infant intelligence a poor predictor of later intelligence?

• The Bayley-III is the most common intelligence test in infancy. It predicts

neurological and developmental delays but does not test attention, memory,
and categorization abilities. The attention, memory, and categorization
abilities, verbal ability, and reasoning predict later intelligence.

3. How might contextual factors, such as home environment and experiences,

influence the skills measured by infant intelligence tests such as the Bayley-
III?

• Parents should spend more time interacting with their infants, playing
games, and talking to them.
Lives in Context: Baby Signing - What Do You Think? (p. 129)
Should we encourage parents to teach their babies how to sign? Why or why
not?

• Student opinions will vary. Look for a response with several sentences to
back up their reasoning.

Lives in Context: Development in Internationally Adopted Children - What

Do You Think? (p. 131)
1. How might learning theory, nativist theory, and interactionist theory account
for these findings?

• Learning theorists would suggest the lack of experience with adults who would
give feedback in the forms of reinforcement; therefore, they did not develop
normally. Nativist theory would suggest that the LAD was not activated, so
the infants did not develop normally. Interactionists would say that it was due
to the lack of both.
 Kuther, Lifespan Development Instructor Resource
Chapter 05

2. In your view, what are the most important challenges adopted children and
their families face? Identify sources and forms of support that might help
adopted children and their parents.

• Student opinions will vary. Look for a response with several sentences to
back up their reasoning.

Thinking in Context 5.4 (p. 134)

1. How is language development influenced by other areas of development?

• As infants are engaged in different activities, they learn the words for
engaging in those activities. These experiences influence language
development.

2. Specifically, what role, if any, might motor development, perception, or

cognition hold in influencing a child’s language development?

• As infants are interested in an object, they will say they want it or ask for
adults to engage in play with it. When they can engage in gross motor skills,
they want people to see them perform them. Also, infants want to share
what they see and talk about what they think and feel. If the adults will
engage in communication with them, it will influence their language
development.

3. Referring to Bronfenbrenner’s bioecological model (see Figure 1.7), identify

contextual factors that influence language acquisition.

• The contextual factors would be interacting with people in your immediate

family, your neighborhood, preschools, church, grocery stores, etc.

4. What factors at the level of Bronfenbrenner’s microsystem and mesosystem

play a role in language?

• As infants interact with family members and people in their nurseries,

churches, and neighborhoods, they receive reinforcement for language
development.

5. How might the exosystem influence language acquisition? Macrosystem?

• Infants may hear words on tv or conversations parents have about politics or

things going on in the news. These conversations will teach infants new
words. Eventually, they will learn to think in more ways.
 Kuther, Lifespan Development Instructor Resource
Chapter 05

Apply Your Knowledge (p. 134)

1. What do these tasks measure? What do the infants’ responses demonstrate?

• These tasks measure attention and object permanence. The responses

demonstrate the development of the ability to be able to control their
movements and reach for hidden objects instead of using circular reactions
and reaching in previous places.

2. What Piagetian substage do each of these infants show?

• The first is an example of the third substage. The rest are examples of the
fourth substage.

3. How might changes in information processing skills contribute to these

developments?

• Experience plays a role in information processing. As infants have more

experience manipulating objects, the response ability becomes faster.

4. Are infants’ responses to these tasks indicators of intelligence in infants? Why

or why not?

• They are indicators of a factor that contributes to intelligence: attention. If

infants do not pay attention or do not have the capacity to pay attention,
they will fail at the tasks.