Exam 7: Early Cognitive Foundations: Sensation, Perception, and Learning

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Gibson's work helps to explain the progress of reading skills in young children by emphasizing the importance of environmental and experiential factors in the development of perceptual and cognitive abilities. According to Gibson's theory of ecological perception, children learn to read by actively engaging with their surroundings and gaining experience with written language in meaningful contexts. This means that the more opportunities children have to interact with books, signs, and other written materials in their environment, the more they will develop their reading skills.

Gibson's work also highlights the role of perception-action coupling in learning to read. This means that as children interact with written language, they are simultaneously developing their perceptual abilities and motor skills, which are essential for reading. For example, as children practice tracking words on a page with their eyes and making connections between letters and sounds, they are also refining their visual and motor coordination.

Furthermore, Gibson's emphasis on the affordances of the environment suggests that the design and layout of reading materials can significantly impact children's reading progress. For instance, books with clear and visually engaging illustrations, as well as age-appropriate fonts and spacing, can enhance children's reading experiences and facilitate their skill development.

In summary, Gibson's work helps to explain the progress of reading skills in young children by highlighting the importance of environmental experiences, perception-action coupling, and the affordances of reading materials in shaping children's reading development. By understanding these factors, educators and parents can create rich and stimulating environments that support children's literacy growth.

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At birth, infants are able to perceive faces and show a preference for looking at them. However, their ability to discriminate between different faces is limited. Over the first few months of life, infants begin to develop the ability to distinguish between different facial features, such as eyes, nose, and mouth. By around 3 months of age, infants can recognize and prefer familiar faces, such as their parents or caregivers.

As infants approach 6 months of age, they become more adept at processing and interpreting facial expressions. They can differentiate between different emotional expressions, such as happiness, sadness, and anger. This ability continues to develop over the next few months, with infants becoming more sensitive to subtle changes in facial expressions.

By the time infants reach 1 year of age, they have developed a more sophisticated understanding of faces and facial expressions. They are able to use this information to interpret and respond to social cues, such as understanding when someone is happy or upset. This development of face perception is crucial for infants' social and emotional development, as it allows them to engage in meaningful interactions with others and form secure attachments.