By Kairen Cullen
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Extra resources for Child psychology : a practical guide
If all of the above criteria are met, the person should be able to learn and their behaviour will reflect this. If they have reached the stage of being able to understand and express themselves in language, then obviously it will be easier to gauge all of this; and if they have not, as the parent of any pre-verbal child will know, it will be a lot harder. According to information-processing models of human learning, the behaviour of a child should result from the information they have been given.
Try putting a play object out of sight from a child of less than eight or nine months and you’re likely to see a similar reaction to Piaget’s Jacqueline. Do you think this seeming lack of interest might be to do with the child’s memory capacity? Maybe they’re just not mature enough to select and hold on to information about something that’s not in their direct view? Perhaps their visual–motor coordination hasn’t developed to the stage where they can actually reach for something not in their line of vision?
He thought that there were two main aspects of language: firstly the surface structure, which is the speech that children hear from adults; and secondly the deep structure, which is the complex system that organizes the way in which words are used meaningfully. Chomsky argued that the speed at which children grasped this deep structure and also operated proficiently at the surface level, without being formally or consistently taught by more language-proficient and articulate adults, demonstrated that children across the world, distinct from the young of any other species, must be born equipped with the capacity to generate language.
Child psychology : a practical guide by Kairen Cullen