Exam 3 Flashcards
(95 cards)
1
Q
Which one develops sooner and is larger?: Comprehension or production language ability?
A
comphrension
2
Q
ability to understand and process language.
A
comphrension
3
Q
ability to produce language and engage in conversation
A
production
4
Q
smallest units of sound within a language.
A
phonemes
5
Q
How language sounds.
A
Phonological dev
6
Q
putting words together to form words.
A
semantic dev
7
Q
smallest unit of meaning in a language.
A
morphemes
8
Q
Putting words together to form sentences.
A
Syntactic dev
9
Q
Syntax and grammar.
A
syntactic dev
10
Q
knowledge of how language is used. Understanding conversational conventions. Metalinguistic knowledge.
A
Pragmatic dev
11
Q
All people have a limited vocabulary but they can put these words together in an almost infinite number of ways.
A
generativity
12
Q
This idea says that through language people can produce novel ideas that have never been spoken before.
A
generativity
13
Q
Requirements for language dev:
A
1) human brain
2) human enviroment
14
Q
1) The human brain: language is processed in specialized areas of the left hemisphere
2) The human environment: must have social environment and all humans develop language
are two requirements for what?
A
Language dev
15
Q
Damage to Broca’s area
A
near motor cortex, leads to difficulties in producing speech
16
Q
Damage to Wernicke’s area
A
near the auditory cortex, linked to difficulties with meaning.
17
Q
Janet Werker:
A
development of Speech Perception in Early Infancy
18
Q
development of Speech Perception in Early Infancy
A
Adults speech perception is limited. Newborns speech is not. They can hear phonemes from all languages. BUT infants lose this ability around 12 months old.
19
Q
Cooing
A
6-8 weeks
20
Q
Babbling
A
6-10 months
21
Q
Holophrastic period
A
10-15 months
22
Q
Vocab spurt
A
19 months
23
Q
Telegraphic speech
A
24 months
24
Q
strongest support for children learning grammatical rules.
A
semantic dev
25
facilitates conversation with limited vocab
over extension
26
applying single words to mean many things example: dog, brown thing: dog, soft pillow: dog
overlaps
27
applying a word to one object, and only that one object.
under-extension
28
Problem with semantic features hypothesis:
adults don’t agree on meanings of words, can’t explain under-extensions (example: pet cat: but wont let any other cat be a cat), overlaps (example: dog for 4 legged furry creatures, next day anything black and shiny, next day point to olives in salad and call it dog), more over-extensions in productions than in comprehension.
29
Word meanings are list of necessary and sufficient features, first meanings are one feature and new features are the added.
Semantic features hypothesis
30
GOOD thing about semantic features hypothesis
• can explain over-extensions.
How do kids form definition of different words? Kids first definitions are a single feature, example: cat, anything soft…white…four legs…
31
word meaning is a prototype, or most typical type in the category. Children select subsets of features each time after determining the first word prototype.
Prototype theory
32
Good thing about prototype theory?
explains under extensions, overlaps, more over-extensions in production than in comprehension.
33
How does someone who does not know a word figure out what it refers to? Willard Quine. 20th century.
The referent problem
34
Example: dog could mean an infinite amount of things ie. Feelings or fear of dog, the environment around the dog, etc. How to solve?: consistent exposure.
the referent problem
35
rapid learning a new word simply by contrasting familiar/unfamiliar words with it.
fast mapping
36
Idea that children are expected when given an entity will have only one name.
mutual exclusivity
37
Whos idea: language is purely a learned, could be explained thru social learning processes.
Skinner
38
some aspects of language cannot be directly learned. Language is generative aka kids say things they’ve never said before aka utterances eg. “I broke-ed the chair”
Chomskys theory of language dev
39
Who's theory: we likely have a brain module that gives us grammar and allows us to acquire language.
CHOMSKY
40
Problem with chomsky's theory:
human grammar is very diverse and grammar acquisition is very complex.
41
might be malleable, and biological effects might be able to hold them open, epigenetics can explain opening and closing of CP in brain dev.
Critical periods in language dev
42
emotions are innate, discrete from one another, and show up very early in life, which makes it difficult to identity the emotion a young infant is expressing/feeling
discrete emotions theory
43
emphasis on the role of Environment in emotional dev., Emotions=action toward achieving a goal, emotions are not discrete from one another and vary based on social environment
functionalist emotions theory
44
Social smile
6-7 weeks of age, smiles are now directed at people and not at gas. Important for parent adjustment & most parents don’t smile until their infant smiles.
45
Stranger danger
6-7 months emerge, lasts until about 2, when unfamiliar people do not provide comfort similar to familiar people
46
Seperation anxiety
8-13/15 months, separated or expected to be separated from caregiver
47
Self conscious emotions.
emerge during the second year of life. Guilt, pride, shame. Parents can do a lot to facilitate shame or guilt.
48
empathy for others, feelings of remorse/desire to make amends, can be rectified
guilt
49
does not appear to be related to concern about others, cannot be rectified
Shame
50
Temperament
individual differences in emotional, motor, and attentional reactivity and self- regulation. Shows up early in infancy. Relative stability over time.
51
Thomas and Chess’s 3 Temperament categories
EASY babies (40%), DIFFICULT babies (10%), SLOW-TO-WARM-UP babies (15%)
52
Rothbart’s 6 dimensions of temperament:
1) Fearful distress
2) Irritable distress
3) Attention span and persistence
4) Activity level
5) Positive affect/approach
6) Rhythmicity
53
Temperament
Constitutionally based individual differences in emotional, motor, and attentional reactivity and self-regulation
Demonstrates consistency across situations, as well as relative stability over time
54
Process of initiating, inhibiting, or modulating internal feeling states, emotion-related physiological processes, and emotion-related cognitions or behaviors in the service of accomplishing one's goals.
Emotional regulation
55
Infants can reduce distress by averting gazes and occasional self soothing.
by 6 months
56
Parents help soothe
first months
57
infants can turn their attention away from distressing things and distract themselves.
1-2 years
58
Marshmellow task looks at?
Tells how good kiddos are at controlling their impulses. Also looks at consequencues of regulation of emotion. Helps kids learn to control their desires.
59
Marshmallow task results?
Young kids: hard time waiting. Older kids: better at waiting. Kids with higher ability of distracting themselves: held out longer.
60
deal with how kids know what the appropriate emotion to display. Example: how do you respond to another set of brown socks from auntie for xmas? Kids understanding of actual expression compared to actual feeling. VERY cultural.
Display rules
61
behavior is shaped and changed by contingencies: by consequences of behavior and not just stimuli being paired together. Reinforcement: things that feel good/enjoyed. Punishment: things that feel bad/not enjoyed. Positive: giving. Negative: Taking away.
Operant Conditioning (Skinner): Positive and Negative Reinforcement and Punishment.:
62
Believed children can learn not to do something even if they’ve never done it before.
Social learning theory, Bandura
63
Bobo doll study
children were significantly more aggressive towards the doll if they had not observed an adult hitting it first. Boys were initially more aggressive than girls, level of imitation increased in girls when reward was offered.
64
Relations between environment and child behavior, emphasis on cognitive aspects of observational learning. an individual's beliefs about how effectively he or she can control his or her own behavior, thoughts, and emotions in order to achieve a desired goal. emphasized the importance of perceived self-efficacy—an individual's beliefs about how effectively he or she can control his or her own behavior, thoughts, and emotions in order to achieve a desired goal.
Perceived self-efficacy
65
The six steps in Social Information Processing Theories (Crick & Dodge)
1) Encoding of cues: both internal and external
2) Interpretation of cues:
3) Clarification of goals: arousal regulation
4) Response access or construction:
5) Response decision: response evaluation, outcome expectation, self-efficacy evaluation, response selection
6) Behavior enactment:
66
added to the model to include a roll for emotion and temperament in info processing.
The Role of Emotion and Temperament (Lemerise and Arsenio)
67
The belief that another person’s behavior is hostile or intentionally malicious in otherwise neutral social situations.
Hostile attribution bias
68
Dwek's theory of achievement motivation:
Achievement motivation: one is adaptive and one is not
Motivation by learning goals: Seeking to improve their competence and master new material (intrinsic)
Motivation by performance goals: Seeking to receive positive assessments of their competence or to avoid negative assessments (extrinsic)
Orientation
Entity/helpless orientation: tend to give up in the face of failure
Incremental/mastery orientation: persist in the face of failure
69
A variety of innate behavior patterns in animals are likely shaped by evolution.
Ethological theories of dev
70
Gender differences in behavior
evolved by predispositions. Girls: nurturance Boys: movement
71
The Kewpie Doll Effect
we like to look at younger face things example: puppies, babies, etc.
72
Argue that large size of human brain necessitates a prolonged period of immaturity
Neural plasticity in learning from experience
Play as evolved platform for learning
Significant nurturance from parents required
Evolutionary psychologists
73
Applies Darwinian concepts of natural selection and adaptation to human behavior
Posits that organisms, including humans, are motivated to behave in ways that preserve their genes in the gene pool of the species
evolutionary psychology
74
Stresses evolutionary basis of many aspects of parental behavior, including the extensive parental investment
Suggests parents' genes are perpetuated only if their offspring survive and reproduce
Parental investment theory
75
immediate, bidirectional environment that a person experiences.
Mircosystem
76
encompasses the connections among various microsystems.
mesosystem
77
consists of environmental settings that the person does not experience directly but that can affect the person indirectly.
exosystem
78
the larger cultural context within which the other systems are embedded.
Macrosystem
79
consists of historical changes that influence the other systems.
chronosystem
80
The Micro- and Mesosystems:
| Proximal Processes as the Engine of Development
progressively more complex and reciprocal interactions between an active, evolving biopsychological human organism and the persons, objects, and symbols in its immediate external environment.To be affective, these processes must occur on a regular basis over extended periods of time.
81
Ability to achieve personal goals in social interactions while simultaneously maintaining positive relationships
with others
Social competence
82
Processes by which individuals, through experience with others, develop the skills that allow them to adapt to their group and live with other people
Socialization
83
Unconcious drives:
Freud
84
Emphasize the role of external factors in shaping personality and social behavior
Use conditioning, reinforcement and punishment
Early learning theorists
85
Emphasize the importance of cognitive factors and the active role children play in their own development
contemporary learning theorists
86
Believed children's development determined by their social environment
Posited that learning through conditioning was the primary mechanism of development
Demonstrated the power of classical conditioning in a famous experiment
with “Little Albert”
Watson and classical conditioning
87
```
Reinforcement:
Things that feel good or that are enjoyed
Punishment:
Things that feel bad or are not enjoyed
Positive: Giving
Negative: Taking away
```
Skinners operant conditioning
88
an individual's beliefs about how effectively he or she can control his or her own behavior, thoughts, and emotions in order to achieve a desired goal.
perceived self efficacy
89
Relate to children's ability to think and reason about their own and other people's thoughts, feelings, motives, and behaviors
Emphasize the process of self-socialization
through their activity preferences, friendship choices, and other behaviors
Theories of social cognition
90
Motivation by learning goals: Seeking to improve their competence and master new material (intrinsic)
Motivation by performance goals: Seeking to receive positive assessments of their competence or to avoid negative assessments (extrinsic)
Dwek
91
Achievement motivation and orientation:
Dweks theory of self-attributions and achievement motivation
92
posits a person's level of intelligence is fixed and unchangeable; focus is on outcomes and success is dependent on how smart one is
Entity theory of intelligence
93
suggests intelligence can increase as a function of experience; success is function of effort and persistence
Incremental theory of intelligence
94
___ hemipshere specialization appears early in life.
left
95
Critical language period:
ends sometime between 5 and puberty
