Developmental👶🏽 Flashcards

Question

Joint attention (triadic)

Answer 1

9 months- 2 or more people attend to something, mutually aware Time spent here predicts later word learning

Answer 2

Initiate joint attention between 9-14 months Index finger pointing predicts vocab learning imperatively, declaratively, interrogatively

Answer 3

Perlocutionary- effect on listener unintentionally Illocutionary stage- intentionally direct others to objects and events Locutionary stage-propose things verbally

Answer 4

Vocalising AND looking 11 month olds above chance in coordinating vocalisations and gestures with gaze, likely intentional Elicit response from caregiver (response to intentional vocalisations is best predictor of word use)

Answer 5

Parents treat infant’s acts as intentional e.g. hiccup and respond in rewarding way May help communication emerge

Answer 6

Slow until learnt 50-100 words Accelerates until 8-10 when learn 12 words a day Children looked to correct picture even when hear first part of word only

Answer 7

Register distributional features of language Construct utterance meaning pairs Learn to talk in environment they can make sense of Infants can discriminate sounds from different phonemes but not from same phoneme class

Answer 8

Can perceive but not produce certain sounds Underextensions or overextensions (children create new forms based on what they’ve heard not just reproduce )

Answer 9

Hard to tell where children have learnt a word’s meaning Word learning needs to be controlled to avoid this (Cannot determine which possible meaning a word means)

Answer 10

Cognitive constraints- reason by exclusion, it is what you don’t know Syntactic bootstrapping- use known words and structure to figure out others Association- Child thinks word is what has their attention BUT doesn’t explain how abstract words are acquired: children direct attention away from salient toys to see what is being referred to

Answer 11

Learn words easily as their world is routine, engage in: - Intention reading (learn how words function by figuring out what other person intends to communicate) - Joint attention

Answer 12

Cultures with less child directed speech still equal to western ones, language learnt roughly same age (difficult to know if differences due to language itself or maternal style of talk)

Answer 13

Discover inflection, errors of omission Over apply inflection (mouses) Balance applying inflections and remember exceptions

Answer 14

Novel words | Who did what to whom? (Agent-patient relations)

Answer 15

Inbuilt grammar Children cannot learn through copying due to poverty of stimulus, and no negative evidence (few corrections) when incorrect = hardwire to grammar No account of what innate knowledge makes up or how it is used to learn specific language

Answer 16

Grammar learnable and social context important, no issue with poverty or negative evidence Not clear how mechanisms interact to allow children to produce language from previous language heard

Answer 17

Learn grammatical structures based on similarity to other structures experienced before Use models- ‘colourless green ideas sleep furiously’never occurred but is grammatical

Answer 18

Real world - signs- speaker/listener Developing turn taking, Pragmatics Linguistic forms related to real world, users and to each other

Answer 19

Tuning into other’s state and context, common ground built up Understanding intentions and inferences about what someone meant Making communicative moves in sequence in a conversation Steady information flow

Answer 20

Tune into context relevant to current goal find common ground between speakers Understand communicative intentions, make inferences Communicate in sequence (topic-comment)

Answer 21

When noticed parent was disengaged from toy being hidden, updated them by gesturing or naming the toy - respond to requests for clarification and overhearing the repair - more effective with specific feedback NOT training in listener role

Answer 22

2 years- only learn contrasts between group amounts when obvious e.g. 4 vs 2 4 years- General heuristic

Answer 23

18 months- (adults says ooops vs there we go) child imitates incomplete/intentional actions Repairs communicative attempts if adult fails to understand 5 years query why someone said something that doesn’t fit the predictive model of language (horse WITH ears) Gricean reasoning

Answer 24

By 7-8 have grasped more adult way of varying duration and pitch Link what is currently said to the speaker’s model of the world, follow topic-comment

Answer 25

Age 4 ability predicts later educational achievement May predict later mental health but depends on if child or parent is asked Knowledge based economy: language is a public health concern

Answer 26

ECOLOGICAL SYSTEM THEORY-Different levels of environmental influence: parents, community and wider politics Parent child relationship not in a vacuum Interacting with peers provides different learning opportunities than adults

Answer 27

Tune in and acknowledge what child is interested in Caregiver contingent talk seen across all SES parents

Answer 28

Social gradient emerges in infancy higher SES= higher vocab, accuracy and processing speed Lower classes exposed in different ways SES also affects access to services, stereotypes

Answer 29

Respect- all humans need it regardless of SES | Social responsibility-support and respect dignity and integrity and contribute to common good

Answer 30

Primary- target high risk groups before delays are detected Secondary- target at risk and showing it Tertiary- who it persists in already, improve quality of life

Answer 31

Check which factors make lasting difference Identify most plausible and acceptable opportunities for change (qualitative, correlation, lab, pilot interventions that are feasbile Test causal relation with child outcomes, efficacy and effectiveness

Answer 32

Caregiver and child (socially diverse) Randomly assigned to contingent talk or control Measure baseline and post intervention Short visit and 10 minute video had modest but meaningful effect on way parents talked Lower SES infant vocab increased but no effect for high SES Effect does not last to 24 months

Answer 33

Maximum clinical and educational impact with limited resources Those with risk factors who have difficulty accessing interventions Models gave potential to widen inequalities if ‘responsive only’ Find predictors that are multiple (open to change)

Answer 34

Simultaneously- each parent speaks different language Sequentially- one language at home, another at school Depends on social contexts

Answer 35

High individual differences Some delays e.g. to over regularise past tense for slightly longer Different strategies to learn language (few studies on trilingual) Evidence for and against improved cognition but different from needing to adapt Difficult to do controlled studies (SES, age of acquisition etc)

Answer 36

Sensory impairment e.g. hearing loss Difficulty producing speech e.g. cleft palate Delays from learning disability e,g. Downs Difficulty with social communication (Pragmatics) e.g, autism

Answer 37

Language impairment not explained by hearing loss or developmental disorders/brain injury Often have other difficulties like ADHD making investigation and support difficult Affects around 1 in 15

Answer 38

DLD when only Pragmatics are affected

Answer 39

Sensorineural deafness- hearing loss inner ear, cochlea isn’t working Auditory neuropathy spectrum disorder- sounds received by cochlea but disrupted when travel to the brain Conductive deafness- sound can’t pass through to inner ear. Often wax in outer ear or fluid in middle. Common in children, usually temporary

Answer 40

Convert sound into electrical signals, send to auditory nerve Doesn’t completely fix hearing Deaf communities may reject, child would have different experience to deaf parents

Answer 41

Delays in social cognition, Pragmatics | Not strong support for families in UK

Answer 42

Phonics- sounds that letters make are taught explicitly (scientific consensus) Whole language approach-child discovers meaning through literacy rich experiences

Answer 43

Learn to associate arbitrary visual symbols with meaning Understand what has been read Support vocab and oral language development, help readers deploy strategies to engage with text Insight that graphemes represent phonemes does not come naturally, must be taught explicitly

Answer 44

Decoding + linguistic comprehension = reading comprehension (use reading to learn)

Answer 45

ALPHABETIC- symbols represent individual sounds or phonemes e.g. English SYLLABIC- symbols represent syllables e.g. Japanese MORPHOPHONETIC- symbols represent elements of both meaning and sound

Answer 46

Transparency in which graphemes represent phonemes (deep lags behind shallow children) Shallow- consistent relationship between graphemes and phonemes e.g. Finnish Deep orthographies- inconsistent relationship between graphemes and phonemes e.g. English

Answer 47

Don’t naturally get that symbols represent sounds, must be taught: Segment phonemes and identify their initial phonemes Recognise graphic symbols that correspond to key sounds in transfer task Rely on phonological awareness

Answer 48

Initial- no alphabetic insight, guessing Partial alphabetic-simple decoding Full alphabetic-decode unfamiliar printed words

Answer 49

Experience, link letters and sounds. Reliance on alphabetic coding decreases - put spelling into its sounds and to meaning - gain the meaning directly from spelling

Answer 50

Depends on exposure | Learn word’s meaning from print, knowledge about the writing system

Answer 51

Identified through screening 95% deaf infants have hearing parents causing language delay, may struggle to support joint attention If have deaf parents is no language delay (use signing and look to parents more)

Answer 52

Dorsal first, then ventral with increased reading ability Areas used for vision, speech and language all used for reading

Answer 53

Precise recognition mechanism for words with neighbours e.g. face and fact

Answer 54

Stem- reoccur in words with similar meanings e.g. clean and cleanliness Affixes-later meanings of stems in predictable ways e.g UNhook Learning these help children interpret or produce new words

Answer 55

Exposure to print may interact with orthography and shape child’s word recognition system

Answer 56

Differences in exposure (to reading) have cumulative effects over time

Answer 57

May have negative impact on motivation, believe has no intrinsic value long term

Answer 58

Linked info in text to background knowledge | Meaning emerges from and builds dynamically, text represented beyond what it stated itself (verbatim)

Answer 59

Anaphors- refer to earlier things Connectives- because Info integrated (situation model). Background knowledge, Coherence depends on interest, motivation and quality of text

Answer 60

Process of inference Knowledge Awareness of when to make inference

Answer 61

Ability to make inferences in oral language predicts reading comprehension Children can evaluate own comprehension to identify when to repair understanding At 9 have expectations on what should come next in discourse Can be ‘good enough’

Answer 62

Not a transferrable effect, training working memory may help

Answer 63

Infancy-touch other infants, cry in response 1-2 friendly with other babies, pretend play 3- coordinated, role play, prefer peers 7- stable gender preferences 11- expect deeper friendships, emotional support 13+ cross gender relationships

Answer 64

Parallel play-children play same activity but individually Parallel social play- aware both play same activity Integrated social play- cooperating, play together

Answer 65

Species specific, when partner stops playing, child attempts to re-engage them Birds eye view of interactional scenarios: others have to play their part 3 years-more coordinated play, roles and prefer peers to adults

Answer 66

``` Modelling behaviour Reinforcing behaviour (positive and negative) Benchmark for comparison (affects self esteem) ```

Answer 67

Categorised according to popularity in classroom Nominate 3 children they like and don’t like. Scored as: Popular, controversial (many good and bad), average (some good some bad), rejected Rejected subtypes: aggressive (poor self control) non aggressive (withdrawn)

Answer 68

Popularity is important Status can affect happiness, development and life outcomes Peer acceptance may be helped by close friendships Status stable over time

Answer 69

Temperament (sociability etc) Past experiences (previous successes) Physical appearance (attractiveness etc) Social skills

Answer 70

Task 1-video of peer group entry OR peer provocation Task 2- assessed on joining two children playing OR provoked by peer Watching social interaction predicted ability on joining children playing

Answer 71

Parents first partners to interact with, talk about social interactions, role models, suggesting how to behave and build confidence about likability Friends have protective effect against low peer group acceptance and unpopularity but can bully

Answer 72

Aggression- principle cause of rejection, limited opportunities to form relationships Isolation consequence from exclusion. Hostile goals and jealous and exclusive friendships Withdrawn- avoided confrontation Predicts lower grades and school adjustment difficulties

Answer 73

Want to interact with others Confident in contributing something to group Interested in learning what others in group are like

Answer 74

1 ask peers positively toned questions 2 useful suggestions 3 supportive statements to peers Improved compared to control but experimenter was not blind

Answer 75

Empathy- feel as the other does sympathy- feel for the other person emotional contagion-catch other’s emotions Mimicry- adopt another’s expressions

Answer 76

The ‘like me’ hypothesis Newborns bring common code to first interactions Understand behaviour they see and see self as similar to others Imitated the adult but may not be replicated today

Answer 77

Mothers record children’s responses to others’ emotions over a year. Stimulates others emotions and record how reacts -changed from upset when see another in distress to trying to comfort with prosocial behaviour

Answer 78

Experimenter A draws picture, B tore it OR blank paper. A neutral Measure concerned looks Later A dropped balloon - those who saw A harmed more likely/quicker to look at A and help with ballon despite A being neutral

Answer 79

PRECONVENTIONAL- obedience to authorities is ‘right’. Avoidance of punishment. Equal exchanges are right CONVENTIONAL-good behaviour is doing what is expected by people in a role. Fulfil ones duty and uphold laws POSTCONVENTIONAL- uphold rules in best interest to group but some values are universal, reflect justice not always the law

Answer 80

Gender bias (only tested on males) Culture bias (western bias) Clinical interview may not be valid Could move through stages simultaneously Fail to acknowledge children appreciate distinction between social conventions and morals

Answer 81

Piaget- interactions with peers Kruger- in peer conditions showed greater gains in moral reasoning at post level. Degree child engaged in reflective discourse correlated with moral reasoning at post test

Answer 82

Females 7-10yrs solve dilemmas with a peer or mother Peer= greater gains in moral reasoning, related to amount of reflective discourse

Answer 83

Prosocial behaviour - Voluntary behaviour to benefit another e.g. sharing Altruism- prosocial behaviour for unselfish motives

Answer 84

Children engage in more prosocial behaviours with age 18 months others helped in simple tasks Comforting others increases in 2yr Biologically prepare for altruism NOT culture or teaching

Answer 85

4.5-6 year old share sticker with: classmate they liked, didn’t like and unknown child Prosocial- 1 sticker for self now OR 1 for child and 1 for self later Sharing- 2 stickers for self now OR 1 for child and 1 for self later More likely fair division if SHARING with friend and no cost to self when sharing with a stranger

Answer 86

Pull levers to get more vs less sweets than other child or reject so no one gets any Equal amounts = very unlikely to reject More sweets for self=more likely to accept in some cultures less sweets for self= more likely to reject so no one gets any

Answer 87

Heritability-differences of temperament | Not overwhelmed by emotions have more sympathy

Answer 88

Secure attachment Model empathy/sensitivity, discuss emotions and impact on others, point out consequences of anti social behaviour Inductive parenting “can’t you see she’s upset” Lack of sympathy if use physical punishment, threats, authoritarian

Answer 89

Children helped an adult who either: Gave material reward, praise or neutral (no reward) Then opportunity to help adult (with no reward) - Neutral and praise conditions make more likely to help in second phase - suggest helping behaviours are intrinsically motivated

Answer 90

Exposed to prosocial peers at start of year=more prosocial by end of year Play with others as prosocial as them, reinforce behaviours Peer support systems are successful in the UK

Answer 91

3-11 years More prosocial-Kenya,Mexico,Philippines, Compared to US, India, Japan (value competition) More prosocial when had to help with chores

Answer 92

Natural selection- Altruism can disadvantage us Kin selection- help others who share genetic material (family) doesn’t explain why we help friends and strangers

Answer 93

3years-clear on who should benefit from kindness Think people should prefer to share resources with family and friends, people who shared with them (reciprocity) and those who shared with others (indirect reciprocity) Can explain evolutionary origins if cooperation and solves free rider problem

Answer 94

Altruistic behaviours spread to benefit group as a whole Hard to reconcile with selfish gene accounts

Answer 95

Concern for group mates to survive and thrive, reciprocate concern Need to collaborate for foraging, joint goal Recognise members to count on and share skills

Answer 96

How individuals understand mathematical ideas Factors that explain differences in maths performance - how cognitive system processes numerical info - low numeracy negatively impacts life outcomes

Answer 97

SUBITIZING fast and accurate enumeration of small numerical amounts. Slower when more dots APPROXIMATE NUMBER SYSTEM No time to count- estimate large quantities. Influence by density, spacing and luminance Tend to overestimate larger numbers. Related to parietal lobe ``` Non symbolic (as dots) and symbolic (verbal ‘three’ or visual ‘3’) ```

Answer 98

1-3 objects held between 2-5 years of age 3-4 objects held between 7 years to adult Hard for Down’s syndrome and maths disability to subitize

Answer 99

May come from Visio spatial working memory | VSS tasks compromise ability in subitizing task

Answer 100

When ratio closer to 1 it is harder to discriminate

Answer 101

More overlap from wider curves of activation=worse performance Weber fraction - measure width of curves (overlap), the lower the better

Answer 102

6 months- Flash 8 dots until bored, flash 16 (ratio of 2)- difference perceived but not when 12 flashed up 10 months-Determine 8 vs 12 but not 10 vs 12 System more precise with age when declines after adulthood

Answer 103

Discrimination necessary for survival (predator, food, mates amounts)

Answer 104

Low reliability- different tasks have weak correlation, retest reliability Perceptual confounds- visual stimuli influences ANS but doesn’t automatically mean there is no independent mechanism Inhibition- may affect relation between ANS and math achievement ANS may be just sensory cues

Answer 105

Symbols are arbitrary, Arabic numerals: number words (ten) and visual (10) Number words learnt first, understanding of symbols predicts maths achievement 2 year olds- can recite numbers from rote, don’t understand meaning Number words easier to learn in languages with singular/plural distinction

Answer 106

Stable order One to one correspondence-each object counted once Abstraction-any objects can be counted Order relevance-order items are counted is irrelevant Cardinality-last number said gives amount in set

Answer 107

Ask for 5 tomatoes Pre number knower- unrelated to requested number One number knower- not reliably correct when asked for any higher than one Two number knower- Three number knower- Four number knower- Cardinal principle knower-Knows exact meaning of all number words as high as they can count

Answer 108

Long and error prone lasting around age 2 to 4 ``` High SES (reached sooner) Home numerosity (practice with parents) ```

Answer 109

- map number words to ANS (approx numerical meaning, scaffolding to counting) - learn small number words: link to object representations - large numbers learnt (induction) through structural similarities between words and external objects

Answer 110

TRANSPARENCY-reflect place-value e.g. ‘ten-one’ not eleven Fewer distinct numbers to learn, explicit linguistic structure, may explain good maths ability in Asians INVERSION- order of number words is reversed e,g, German

Answer 111

Mirror writing: when from memory but disappears by age 7 (assume can flip letters/numbers like objects)

Answer 112

Distance effect -closer two digits are in value, longer it takes to decide which is larger Size effect- larger digits take longer it takes to decide which is larger Distance effect + size effect = ratio effect

Answer 113

Size congruity effect- Emerges around age 7-8 Longer reaction time when smaller digit is presented as physically bigger Digits automatically activate magnitude representation which interferes with the physical dimension

Answer 114

Specific number syntax of multi digit numbers Understand place value e.g. units 1-9, tens 10-90 Additive- three hundred AND forty five (345) Multiplicative- 4x 100 400 Zero- dont say 0 in 403

Answer 115

Symbolic number processing relates to mathematical achievement Reduced performance in those with maths disability

Answer 116

Infants look longer at incorrect puppet sum, found surprising At 5 then 9 months for larger quantities Visual cues can affect estimations so was controlled

Answer 117

Display a mental model for arithmetic before education Accuracy increases with age Decrease in performance with larger problem

Answer 118

``` Non verbal (recreate numerical set) Word (Mike has 3 balls...) Abstract symbolic (one add two) ``` Older children more accurate in all formats

Answer 119

Addition-more accurate non verbal Same accuracy in word and abstract symbolic Subtraction-more accurate non verbal Better at word problems than abstract symbolic (may be less experience performing subtraction compared to addition)

Answer 120

Spontaneously use fingers to solve word problems and abstract symbolic problems Create physical model using concrete manipulations Improves accuracy in real situations Use of pictures associated with higher accuracy

Answer 121

1 create representation of problem 2 extract relevant information 3 select appropriate operation 4 perform the operation Difficulties can arise at each step and often errors stem from failure to represent the problem correctly

Answer 122

Fewer than etc | Words that require a subtraction

Answer 123

Invented strategies, spontaneously developed Studied using micro genetic designs Count all- use objects or fingers Count from first-count from first and use objects or fingers to keep track Count from larger-count from largest and use objects or fingers to keep track (descending) Decomposition Retrieval- known number facts in LTM

Answer 124

CONCRETE ITEMS Separating from- a then remove b Adding- create b then add until a Matching- create a and b and match them one to one MENTAL COUNTING STRATEGIES Counting down- from a to b Counting up- from b to a

Answer 125

Initially use procedural strategies (counting, decomposition) Each time, association between problem and answer is strengthened If strength of associations are above certain threshold =retrieved

Answer 126

More errors with larger operands-less practice Incorrect answers- retrieve something from memory that is close e.g. confuse multiplication with addition

Answer 127

Select from a variety of strategies at any time | Not a staircase model with sudden transitions

Answer 128

Strategy repertoire -range of strategies Strategy distribution - frequency Strategy efficiency-accuracy and speed Strategy selection-whether make appropriate choice based on efficiency

Answer 129

Shows which strategy is adaptive (quick and accurate response) Choice- choose strategy and report which was used (repertoire and distribution ) No choice- must use retrieval (efficiency)

Answer 130

Increase lexical quality (extent mental representation of word specifies its meaning) Language helps learn verbal number words, understand instructions and word problems, vocab predicts early numeracy Cognitive resources freed up for comprehension

Answer 131

Domain specific mathematical knowledge + domain general executive function and language Understand the problem, select appropriate strategy, apply it efficiently

Answer 132

Tests- Verbal: backward digit span (count backwards in amounts) VSS: Corsi task (tapping a sequence, backwards) Studies- Reduced WM in children with maths learning difficulties. Struggle to carry out procedures when calculating, cannot access arithmetic facts in LTM

Answer 133

INHIBITION- External (sound) or internal (irrelevant info in memory)distractions. May be related to maths achievement but other studies say not (may be because it is a multifaceted skill) SHIFTING- Switch attention from one task to another Correlated to maths achievement across a wide age range

Answer 134

Reduced subitizing, ANS Delay in counting principle acquisition Slower reaction time in digit comparison tasks, symbolic number processing, judging magnitude, poor understanding of place value Reduced ability to name and write numbers Use immature strategies for longer (count on fingers)

Answer 135

Phonological loop- poor number facts retrieval (weak evidence) Central executive-may be compromised Visuospatial sketchpad-compromised representation of numbers Unclear in comorbid with DD or a feature of condition itself

Answer 136

Position of digit changes based on place e.g. 30 or 300 Preschoolers rudimentary understanding, understood by end of primary

Answer 137

MLD lowest 25% DD severe 5-10% Low performance in standardised maths test Exclusion criteria-low performance not from lack of education, neurological or psychiatric disorders

Answer 138

Comorbid with additional learning disorder e.g. reading difficulty, attention deficit Heterogeneous with different subtypes (needs empirical validation however)

Answer 139

May be impaired in both domains Domain SPECIFIC- core deficit is numerical, weak representation of number words and digits, difficulty ANS Domain GENERAL- problems memorising arithmetic facts but little evidence for LTM deficits

Answer 140

Maths skills are not unitary (may be good at retrieval but not understand principles etc) Large individual differences between those of same age Different developmental trajectories

Answer 141

Pseudo- count right to left or alternating order depending on the colour of objects Real errors- double counting Children with DD more likely to report pseudo errors as incorrect and real errors as correct

Developmental👶🏽 Flashcards

(165 cards)