EARLY SENSORY CAPACITIES

Visual perception-depth
*Visual perception and the examples
*Importance and the problems
*Stages of visual perception
*Aspects
Face perception
Object perception
Light sensitivity
Colour sensitivity
Depth perception
Visual perception
for example “20/20 vision”). A person can have
20/20 vision and still have problems with visual
perceptual processing. for example
“20/20 vision”). A person can have
20/20 vision and still have problems with visual
perceptual processing.
Examples of visual perception
Visual perception is the ability to see, organize,
and interpret one's environment. In our
example, your eyes 'took in' the lines as well as
the points on the ends of the lines. At the same
time, your brain was organizing and making
sense of the image
Why visual perception important
Good visual perceptual skills
are important for many every day skills such as
reading, writing, completing puzzles, cutting,
drawing, completing math problems, dressing,
finding your sock on the bedroom floor as well
as many other skills.
What are visual perception problems
child with visual perceptual problems may be
diagnosed with a visual processing disorder.
He/she may be able to easily read an eye chart
(acuity) but have difficulty organizing and
making sense of visual information. ... Squint,
rub, or have watery eyes while
reading/writing/copying from the board.
Stages of visual perception
Many researches in psychology, perception and
cognition, and neuroscience indicate that the
human visual system follow two sequential
stages in visual perception: The first stage,
called pre-attentive stage, processes all the
information available fast but coarsely, while
the second stage (named focused attention
stage
Visual analysis appears to be functionally
divided between an early preattentive level of
processing at which simple features are coded
spatially in parallel and a later stage at which
focused attention is required to conjoin the
separate features into coherent objects.
Aspects
Face perception
Newborns show a consistent preference for
looking at faces relative to other stimuli
throughout infancy. Newborns’ ability to
recognize facelike patterns suggests that
they may have an inherent ability to
perceive faces before having actually viewed
a face.
Infants are able to recognize familiar faces
despite variations in expression and
perspective
Most infants show preferences for females;
however, infants who are handled primarily
by males express preference for male faces.
By seven months, infants can discriminate
an extensive range of the facial expressions,
including happiness, anger, sadness, fear,
and surprise, although it is unlikely that
they understand the content of this range of
emotions at this age.
Object perception
Visual object recognition refers to the ability to
identify the objects in view based on visual
input.
Object perception is the ability to consider that
the object is the same object even when viewed
from
Different direction

Object recognition
The process through which we identify what
the object is
Object perception is exemplified by seeing a
man, perceptual recognition by recognising a
man, and perceiving a fact about an object by
seeing that there is a man.
Light sensitivity
Light sensitivity or “photophobia” is common
in people diagnosed with eye conditions or sight
loss. Light sensitivity is where the light level in
the environment is too bright and causes
discomfort. For some people, this discomfort
can be extreme and can further reduce their
usable vision.
Colour sensitivity
First things first: What exactly is color
sensitivity, anyway? "Color sensitive" folk are
more perceptive than their color insensitive
corollaries in terms of color tint and shade.
They're the kind of people who freak out over
which shade of cerulean will look better on The
walls
Depth perception
Infants first become sensitive at about two
months to kinematic, or motion-carried
information for distance, as when one surface
moves in front of another. At about four
months, infants are able to perceive depth via
the difference in the optical projections at the
two retinas to determine depth, known as
stereopsis. At about seven months,infants are
able to perceive depth In a flat ,two -
dimensional picture
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Auditory processing disorder (APD)
*Auditory processing disorder (APD) is a problem with

the way the ears and brain work together to

understand sound. Children with APD have normal
hearing, but difficulty recognising and interpreting the
sounds they hear.

These difficulties make it hard for children to work

out what a sound is, where the sound came from and
when the sound happened. And this means it s hard
for children to listen properly when theres
background noise or the sound is muffled.
APD can look like hearing impairment, an intellectual

disorder, a language problem, a learning difficulty or

attention deficit hyperactivity disorder. But it isn' tany

of these conditions.

Because APD Iooks like other conditions and often

happens alongside other conditions like language and

reading difficulties, it can be hard to diagnose.

APD is also referred to as central auditory processing
disorder (CAPD).
APD affects around 3-5% of school-age children.
Signs and symptoms of auditory
processing disorder
| f a child has auditory processing disorder (APD), you

might notice that they have difficulties with::

listening and hearing, especially if there sa lot of

background noise and distractions
following instructions
staying focused for example, they might be easily

distracted
remembering spoken instructions
telling the difference between letters that sound similar,
like 'k and g o r tand 'd'
remembering to say the beginning or end sounds of

words when they're reading.

This means that APD can appear as problems with

learning, listening and communication, as well as

reading and writing.
Causes of auditoryprocessing
disorder
We don tknowwhat causes auditory processing
disorder (APD). Some experts think having lots of ear
infections or glue ear might increase a child s risk of
developing some types of APD. Some types of APD

might be because of a delay in the development of the

body snervous system.

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Diagnosis of auditory processing
disorder
*Auditory processing disorder (APD) is usually
diagnosed once children start school. Diagnosis is
important so that children can get suppot for

classroom learning.
*It sagood idea to see your GP or paediatrician for
advice if you ve noticed any of the signs or symptoms
of APD, or if your child s teacher has noticed your

child is having trouble listening at school. The GP or

paediatrician might refer your child to an audiologist to
test your child s hearing.
l f the audiologist thinks the problem might be APD,

the audiologist will do an auditory processing

assessment. This includes diagnostic hearing tests for

hearing loss and auditory processing tests.

An auditory processing test involves several short

tests like listening to and repeating words and sounds

back to the audiologist. The audiologist uses

equipment to change the words and sounds so

they re harderto understand- for example, the

equipment might add background noise or play words

or sounds at the same time.

SOUND LOCALIZATION
SOUND LOCALIZATION
Early experiments on the development of sound
source localization asked whether infants could
tell a sound to the left from a sound to the right
typically, such experiments used head turns or
eye movements as a response.
By 3 or 4 months of age, babies are usually able to
turn their heads toward a sound. Head turning
helps to strengthen weak neck muscles and
stretch tight muscles. Here are some tips to urge
your baby to turn his or her head From about 6
weeks to 3 months
 CUES FOR SOUND LOCALIZATION
Sound source localization is paramount for comfort of life
sound localization is based on :
a) binaural cues
b)monaural spectral cues
c)dimensions
a)Binaural cues : interaural time difference and interaural level
difference.
b)Monaural spectral cues: head related transfer function e.g: the
frequency-dependent patterns of sound
c)dimentions:azimuth,height,distance
DONE BY: kowsalya
EARLY SENSORY CAPACITIES

 VISUAL PERCEPTION - Depth

 AUDITORY PERCEPTION - Ability to hear
 SOUND LOCALIZATION
 SMELL AND TASTE - Identification of taste and smell
 SENSITIVITY TO TOUCH AND PAIN
 MULTIMODAL PERCEPTION
 SENSITIVITY TO TOUCH AND PAIN

 Sensitivity to touch is the very first sense to develop in a baby's body.

 The sense of touch initially begins with sensory receptor development in

the face.
SENSITIVITY TO TOUCH AND PAIN

 The baby is highly sensitive to touch within 32 weeks of gestation, and this continues to
develop with age.

 A newborn is sensitive to touch and temperature, and is also highly sensitive to pain,
responding with crying and cardiovascular responses.

 The lips and hands are especially sensitive to touch.

SENSITIVITY TO TOUCH AND PAIN

 Before the baby begins to reach out and grasp objects, it first learns about the
object through contact with objects by the sense of touch.

 Babies are comforted by touch.

 Placing a hand on the baby's belly or cuddling close can help them feel more
secure.
SENSITIVITY TO TOUCH AND PAIN

 In earlier days, doctors believed that infants lacked the sense of touch and
pain and conducted surgeries on the baby without anesthesia.

 This is a very wrong notion as a child can feel pain from the very first day of
birth.
MULTIMODEL
Perception
What is multi modal perception?
For the last few decades, perceptual research has pointed to the importance of
multimodal perception: the effects on the perception of events and objects in the world that
are observed when there is information from more than one sensory modality.

Perception:
UnifiedAlthough it has been traditional to study the various senses independently, most of
the time, perception operates in the context of information supplied by multiple sensory
modalities at the same time. For example, imagine if you witnessed a car collision. You could
describe the stimulus generated by this event by considering each of the senses independently;
that is, as a set of unimodal stimuli. Your eyes would be stimulated with patterns of light energy
bouncing off the cars involved. Your ears would be stimulated with patterns of acoustic energy
emanating from the collision. Your nose might even be stimulated by the smell of burning rubber
or gasoline. If you were a witness to this scene you'd be able to describe it using input from many
of your senses.
For the last few decades,
perceptual research has
pointed to the importance of
multimodal perception: the
effects on the perception of
events and objects in the
world that are observed when
there is information from more
than one sensory modality.
Most of this research indicates
that, at some point in
perceptual processing,
information from the various
sensory modalities is
integrated. In other words, the
information is combined and
treated as a unitary
representation of the world
For example, imagine if you witnessed a car collision. You could describe the stimulus generated by
this event by considering each of the senses independently; that is, as a set of unimodal stimuli. Your
eyes would be stimulated with patterns of light energy bouncing off the cars involved. Your ears
would be stimulated with patterns of acoustic energy emanating from the collision. Your nose might
even be stimulated by the smell of burning rubber or gasoline. However, all of this information would
be relevant to the same thing: your perception of the car collision. Indeed, unless someone was to
explicitly ask you to describe your perception in unimodal terms, you would most likely experience
the event as a unified bundle of sensations from multiple senses. In other words, your perception
would be multimodal.

Biological Bases of Multimodal PerceptionMultisensory Neurons and Neural Convergence

A surprisingly large number of brain regions in the midbrain and cerebral cortex are related to
multimodal perception. These regions contain neurons that respond to stimuli from not just one, but
multiple sensory modalities. For example, a region called the superior temporal sulcus contains single
neurons that respond to both the visual and auditory components of speech (Calvert, 2001; Calvert,
Hansen, Iversen, & Brammer, 2001). These multisensory convergence zones are interesting, because
they are a kind of neural intersection of information coming from the different senses. That is, neurons
that are devoted to the processing of one sense at a time—say vision or touch—send their
information to the convergence zones, where it is processed together.
Zones of human brain for sensory information
There are zones in the human brain where sensory information comes together and is
integrated such as the Auditory, Visual and Motor
WHAT IS COGNITIVE DEVELOPMENT

1. Cognitive development Is the emergence of the ability to think and

understand.
2. It is the process by which people’s thinking changes accross the life span.
3. It is the growing apprehension and adaptation to the physical and social
environment.
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

1. Sensorimotor Stage
2. pre-operational Stage
3. concrete operational Stage
4. Formal operational Stage
 THE SENSORIMOTOR STAGE
( BIRTH TO 2YRS)

• Infants construct an understanding of the world by coordinating sensory

experiences ( seeing, hearing) with motor activities (touching, reaching).

• The child utilities innate behaviours to enhance this learning process, such as
sucking, looking, grasping, crying and listening.

• They can recognize their mother’s voice just a few hours after birth and have
other sensory capabilities.
 SUB-STAGES OF SENSORIMOTOR
This stage has got 6 sub-stages :
1. Simple reflex
2. First habits and primary circular reaction
3. Secondary circular reactions
4. Coordination of secondary circular reactions
5. Tertiary circular reactions
6. Beginnings of thought
 NATURE OF HEARING IN NEW BORNS

Infants can hear immediately after birth. As the infant develops, proficiency
at localising sound improves. Newborns respond to touch and they can even feel
pain. Both smell and taste capacities are also present in the newborns.
COGNITIVE DEVELOPMENT BASED
ON PIAGET THEORY
 THE PREOPERATIONAL STAGE

• AGE : 2 to 7 years
• GOAL: Symbolic Thoughts
• Childrens uses symbols to represent words, images and ideas.
• During this stage, children can think about things symbolically and they tend to be
egocentric.
• Children‘s development of language and imagination are the more significant
achievements.
• While they are getting better with language and thinking, they still tend to think
about things in very concreate terms.
• A child’s thinking is dominated by how the world looks, not how the world is.
They struggle to see things from the perspective of others.
 THE PREOPERATIONAL STAGE

• During this stage, Children engage in pretend plays and also

demonstrate Animism. This is the tendency for the children
to think that non-living objects suchs a toys have life and
feelings.
• For example : a child uses an object to represent something
else, such as pretending a broom to be horse.
THE CONCRETE
OPERATIONAL STAGE
( 7 to 11 years)
Jean piaget cognitive development theory ( stage 3)
 From about seven (7) to eleven (11) years old.
 During this stage, children can perform a
number of logical mental operations on
concrete objects (one’s that are physically
present).
  Ability to distinguish between their own
Milestones of thoughtsand the thoughts of others.
concrete  Increased classification skills
operational  Ability to think logically about objects and
stage events.
 Ability to fluently perform mathematical
problems in both addition and subtraction.
  They begin to understand the concept of
conservation; that the amount of liquid in a
short, wide cup is equal to that in a tall, skinny
glass

Example
FORMAL OPERATIONAL
STAGE
(12 YEARS AND ABOVE)

(12 years and above )

 FORMAL OPERATIONAL STAGE
Definition:
According to piaget , after the expiry of the formal operation stage the child
may reach full intellectual potential.

•At this stage , the adolescent or young adult begins to think abstractly and
reason about hypothetical problems.
•Teens begin to think more about moral , philosophical , ethical , social , and
political issues that require theoretical and abstract reasoning.
•Ability to systematically solve a problem in a logical and methodical way.
•undetstand that nothing is absolute everything is relative.
 FORMAL OPERATIONAL STAGE

•The child‘s way of thinking is at its most advanced although the knowledge it
has to work with , will change .
•many people do not think formally during adulthood.
•Develop skills such as logical thought , deductive , resoning , as well as
inductive resoning and systematic learning etc…
SIMPLE REFLEXES
By –subash and subiksh
• 1. Rooting Reflex
• When the infant's cheek contracts the mother’s breast, the baby's mouth
results in vigorous Sucking movements resulting in the baby rooting for milk.
• When corner of mouth is touched, lower lip is lowered, tongue moves
towards the point stimulated.
• AGE OF DISAPPEARANCE: 3 weeks
• POSSIBLE FUNCTION: food intake
 STEPPING REFLEX
• When the sole of foot is pressed against the couch, baby tries to walk
• it persists as voluntary standing.
• AGE OF DISAPPEARANCE- 2 months
• POSSIBLE FUNCTION – prepares baby for independent locomotion
 MORO REFLEX
• any sudden movement of the neck initiates the reflex
• Elicited by – pulling the baby half-way to a sitting position from the supine &
suddenly let the head fall back to a short distance.
• Consists of rapid abduction & extension of arms with the opening of hands.
The arms then come together as in embrace.
• AGE OF DISAPPEARANCE- 6 months
• POSSIBLE FUNCTION- protection from falling
 BABINSKY REFLEX (8 TO 12 MONTHS )

• Stroking of the lateral surface of the planter surface of the foot from
the heel to the toe results in flexion of the toe up
 STARTLE REFLEX
• Similar to moro reflex, but is initiated by a sudden noise or any other stimulus.
• In this reflex, the elbows are flexed and the hands remain closed, there is less
of embrace,outward and inward movement of the arms

• EYE BLINK REFLEX

• Various stimuli provoke blinking.
• Whether the child is awake or sleep,pupils of the eye react to changes in the
intensity of light.
 SUCKING REFLEX
• Touching lips or placing something in baby's mouth causes baby to draw
liquid into mouth by creating vacuum with lips, cheeks & tongue.
• Onset- 28 weeks IU
• Well established -32-34weeks IU
• Disappears around 12 months
 GAP REFLEX

• Seen in 19 weeks of IU life

• Reflex contraction of the back of the throat
• Evoked by

• touching the roof of the mouth,

• the back of thetongue,
• the area around the tonsils
• the back of the throat.
JEAN PLAGET’S THEORY OF COGNITIVE
DEVELOPMENT:

4 Stages;
SUBSTAGE 2 : First habits and primary circular reaction.
• Occurs from 1month to 4 months of age
• Infants begin to coordinate separate action into single , integrated activities
• If an activity catches a baby’s interest they will repeat it to continue experiencing

• Primary circular reactions:

Infants repetition of interesting are enjoyable activities, just for the
enjoyment of doing them

• Babies are focussing on activities that involve their own body.

• Primary Circular Reactions
• The second substage is the stage of primary circular reactions.
The baby will repeat pleasurable actions centred on its own
body.

For example, babies from 1 – 4 months old will wiggle

their fingers, kick their legs and suck their thumbs. These are
not reflex actions. They are done intentionally for the sake of
the pleasurable stimulation produced.
Secondary circular
reactions
 Secondary Circular Reactions (4-8 months)
 During this substage, the child becomes more focused on the
world and begins to intentionally repeat an action in order to
trigger a response in the environment.
 It typically lasts from about 4 – 8 months. Now babies repeat
pleasurable actions that involve objects as well as actions
involving their own bodies. An example of this is the infant
who shakes the rattle for the pleasure of hearing the sound
that it produces.
 Done by J.Srikugan
z
Coordination of
secondary
Circular reactions
By -Maryam.M
z
Coordination of Secondary Circular
Reactions (8-12 months)

▪ secondary circular reactions combine to form more

complex action

▪ Sequences intentional, or goal directed behaviour

▪ object permanence
 z

▪ This includes 8-12 months

▪ This stage is associated primarily with thedevelopment of

logic and the coordination between means and ends.

▪ Piaget calls this as "first proper intelligence.“

▪ Also this stage marks the beginning of goal orientation, the

deliberate planning of steps to meet an objective/goal.
z
▪ During this substage, Children begin exploring
theenvironment around them and will often imitate
theobserved behavior of others. The understanding
ofobjects also begins during this time and children
beginto recognize certain objects as having specific
qualities.
z

▪ Begins to directactions/behaviors towards intentional goals

accidently bringing the thumb to the mouth or hitting a toy

▪ Object permanence:understanding that an object can be

located where it is hidden, not that it is gone when removed from
the visual field.

▪ Anticipation of others and their reactions- crying will cause

others to give them attention.
Tertiary circular reaction
 Tertiary circular reaction
Tertiary circular reaction’s age criteria is 12 – 18
months .
In this stage the toddler is considered as a little
scientist and begins exploring the world in a trial
and error method using both motor skills and
planning abilities
e.g : the child might throw her ball down the stairs
to see what happens
This kind of behaviour in experimenting things will
help them to learn about their world.
 Age (12 to 18 months)
At this stage the child lik to use creativity and
flexibility with their previous behaviour.
Result of the experimentation often leads to
different outcomes.
DONE BY: SRI LEKHA
Cognitive Development Based On
Jean Piaget Theory

SANGEETHA.J &
VAISHNAVI
1
 SUBSTAGE OF SENSORIMOTOR STAGE

BEGINNING OF THOUGHTS:
This is the sixth sub stage of the sensorimotor
Stage Age: 18 months to 2 years.

Its time to do naughty

Things!

2
This is the stage where
the toddler starts its
own thought
processings, were the
thought process may
be intrensic or
extrensic.
3
The toddler start creating
its own thinking or it
may be from the
external factors
They will start thinking
about the things which
should be done by
themselves.

4
Example here

If the toddler is trying to

open a chocolate box ,
they will start planning
how to open the box to
get the chocolates in it.

5
The toddler can now form the mental representation
for the objects.

For example : If the mother says the name of the

animal and if it hears the sound of that animal
the toddler may be able to imagine the image of
the animal .

6
THANK YOU!