Final Flashcards
(113 cards)
1
Q
Why are early oral language skills important for later development?
A
-Phonetic learning in the first year of life predicts language skills, abilities, vocabulary and processing
2
Q
What is the receptive language domain?
A
- Receptive (comprehension/perception)
- Includes listening and reading
3
Q
What is the expressive language domain?
A
- Expressive (production
- Includes speaking and writing
4
Q
Which tends to develop first: receptive or expressive skills?
A
Receptive skills tend to develop before expressive skills
5
Q
What is phonology?
A
- The sound system of a language
- Made up of phonemes, like /k/
- Receptive: phoneme discrimination and speech segmentation
- Expressive: Vocalizations and development of speech sounds
6
Q
What is an example of expressive phonology?
A
- Infants vocalize to practice making sounds
- Cooing: Resembles vowel sounds, usually occurs in social interaction
- Babbling: Repeated consonant-vowel syllables (e.g., baobab), often involves turn-taking
7
Q
What is an example of the phonological error reduction?
A
“ba” for “bottle”
8
Q
What is an example of the phonological error reduction with reduplication?
A
“baba” for “Bottle”
9
Q
What is an example of the phonological error substitution?
A
“Tandy for candy”
10
Q
What is an example of the phonological error assimilation?
A
“nance” for “Dance”
11
Q
What is an example of the phonological error coalescence?
A
“paf” for “pacifier”
12
Q
True or false: Children begin processing speech sounds before birth
A
True
13
Q
At what age do children become language-specific listeners?
A
8 months
14
Q
What is morphology?
A
- Structure of words
- Morphemes= grammatical units (e.g., affixes, suffixes, root words)
- Children learn word-formation rules for attaching bound morphemes
15
Q
What does the Wug test used to teach?
A
- Used to test morphological development
- If a child knows the rule, they can apply it to words they’ve never heard before
16
Q
What is over regularization?
A
- Children sometimes apply rules inappropriately to irregular words
- “Mommy goed to the store”
- Morphological “errors”
17
Q
What is syntax?
A
- Rules for combining words
- Word order in English conveys meaningful (“the cat bit the dog”, “the dog bit the cat”)
18
Q
What are one word utterances?
A
- Requests: More! Up! Eat!
- Performatives: Hi! Bye! No!
- Frozen phrases—”All gone!” or “Lemme see!” (Neither word has appeared individiually
19
Q
What are two word utterances?
A
- Often appear around 18-24 months
- Children rely on context, tone, and gesture to convey meaning
- Includes basic questions…what’s that? where go?
20
Q
What is telegraphic speech?
A
- Use of short and precise words without grammatical markers
- Two word utterances
21
Q
What is the process of children saying full sentences?
A
- Full adult-like sentences emerge at 2-4 years of age
- Wh- questions (fully developed by 5 years)
- At first, they use incorrect word order: Where I should put it?
- Then they are able to ask affirmative questions: Where should I put it?
- Finally, they can ask negative questions: Why can’t you sit down?
22
Q
What is semantics?
A
- Meaning of language
- Vocabulary development: First words (approx. 12 months, slowly acquire approx. 50 words over next few months)
- Word spurt: (18-24 months): period of rapid learning
23
Q
What is whole-object bias?
A
New word applies to the entire object, not just a part
24
Q
What is taxonomic bias?
A
Words can be generalized to similar things
25
What is mutual exclusivity assumption?
different words refer to different things
26
What is referential learning?
Learned through pointing, gesturing, joint attention
27
What is joint attention?
- Ability to share expreiences with others
- Vocabulary is learned during episodes of joint attention
- Especially critical in first phase of semantic development
- Core deficit for kids with autism
28
What is the effect of baby sign on language development?
- No significant influence on language development
| - BUT Caregivers were more attuned to children's nonverbal behaviors
29
What is language's connection to motor development?
- Around 10 months, infants communicate by pointing and reaching towards objects
- 3-to 5 month old infants who master sitting independently earlier show larger receptive vocals at 10 and 14 months
- First steps and first words often happen around same time
- Relation between motor and language development finishes over time
30
What are the sensitive periods for language development?
- Phonology: 0-12 months
- Syntax: 18-36 months
- Vocabulary: Language exploding 18+ months
31
Communicating effectively to achieve goals requires knowledge of:
- How much info to provide and of what sort
- Turn-taking
- Societal/cultural norms/expectations
32
What is involved with pragmatics?
- Pragmatics encompasses skills like turn-taking, perspective-taking, politeness, and lying
- Dramatic learning of this skill around 3-7 years of age
33
What is Infant-Directed Speech?
- Modifications to Language: Fewer words per utterance, simplified words, more repetitions, decreased structural complexity
- Modifications to prosody: Varied and exaggerated intonation, higher pitch, slower tempo, longer pauses
34
What are the benefits of infant-direct speech?
- Promotes young infants' (0-4 months) attention to language
- Fosters social interaction with caregivers (Infants demonstrate more positive affect, can comfort and soothe infants, birds and non-human mammals also do this)
- Provides acoustic cues that help infants detect grammatical and phonological patterns and contrasts (especially vowel sounds)
35
What is fast mapping?
- Young children are naturally skilled at learning new words
| - Can learn new words after minimal exposure (in informative contexts)
36
Who do adult-child interactions relate to language development?
-Adult-child interactions in early childhood promote oral language development (serve and return, helps them learn discourse patterns and vocabulary, wait time/processing time)
37
What did Hart & Risley find?
- SES has an effect on how many words child hears from parents (30 million word gap)
- The more parents talk to children the faster children's vocabularies grow
38
What are criticisms of Hart and Risley's research?
- Only based on 42 families, more recent research shows there is wide variability within groups
- Cultural issues: Imposes middle class cultural and linguistic values on parents who have their own valid approaches to raising children, risks faulting parents for children's academic shortcoming while letting schools off the hook, confounding variables (circumstances)
39
How does bilingual language development happen?
- Simultaneous
- Learns both languages before 4 years old
- Languages develop on independent courses
40
How can teacher's support multilingual children's development?
- When possible, teachers can match children's language use to support home language learning
- Use clear referent (e.g., gestures, visual cues) to help with vocabulary learning
- Assess in both languages
41
What is phonological awareness?
- Ability to detect or manipulate the sounds in words
- Important precursor to reading
- Basic elements: phonemic awareness, onset sounds (/sl/ in sleep), rime (/eep/ in sleep", syllables
42
What are the core features of emotional development?
- Emotional understanding: identify and understand one's own feelings; accurately read and comprehend emotional states in others
- Self regulation: Manage strong emotions and their expression in a constructive manner; regulate one's own behavior
- Social competence: develop empathy for others; establish and sustain relationships
43
When does the development of emotional expression emerge?
-Present at birth or emerge within the first year
44
What are the primary emotions and when do they appear?
- Universal/common facial expressions: Interstate's disgust, contentment; present at birth
- Happiness: social smiling (6-10 weeks), laughter (2-6 months)
- Anger/sadness (2 months, early on associated with pain, violated expectancies, thwarted objectives)
- Fear (6-7 months): stranger anxiety (peaks 8-10 months, gradual decline), separation anxiety (appears 6-8 months, peaks 14-18 months)
45
What are secondary emotions?
- Also called complex or self-conscious emotions (shame, guilt, embarrassment, pride, envy)
- Cognitive requirements: self recognition (around 18-24 months), understanding of social rules and standards for evaluation
46
What are some examples of early ability to identify and understand emotions?
- Matching others' emotions by 3 months old
- Social referencing (7-10 months), using others' emotional expressions to understand ambiguous situations
- Talk/play about emotions (18-24 months)
47
What is temperament?
- Individual differences in behavioral styles, emotions, and characteristic ways of responding
- Includes quality and intensity of emotional reaction, activity level, attention, and emotional self regulation that...emerge early in life, show some stability over time, are pervasive across a wide range of situations, show some evidence of heritability
48
How can we classify temperament?
1. Thomas and Chess' 9 specific dimensions --> 3 profiles
2. Kagan's 2 types of behavioral inhibition
3. Rothbart and Bates' 3 broad dimensions
49
What was Thomas and Chess' study?
- New York Longitudinal Study: clinical interview with mothers of 2 to 3 month old infants, continued interviewing children in infancy-young adulthood
- 9 dimensions: Activity level, biological rhythms, approach/withdrawal, mood, intensity of reaction, sensitivity, adaptability, distractibility, persistence
- 3 Profiles: Activity level, approach/withdrawal, sensitivity
50
What were Thomas and Chess' profile traits?
- Flexible: Regular rhythms, positive mood, quick to adapt, low intensity, low sensitivity
- Fearful: Slow to adapt, withdraws, low activity, low intensity
- Feisty: High activity, high intensity, distractible, sensitive, Irregular, moody
51
What is Kagan's behavioral inhibition?
- Differences between shy, timid children and sociable, extraverted children: "Inhibition to the unfamiliar"—inhibited children respond to unfamiliarity with initial avoidance, distress, or subdued affect (starting at 7-9 months)
- Children who show more intense, vocal reactions to stimuli at 4 months are more likely to be shy, whereas children who respond calmly are more likely to be extraverted
52
What did Rothbart and Bates find?
- Extraversion/surgency: Positive excitement, activity level, high-intensity pleasure (risk seeking), impulsivity, smiling and laughter and low shyness
- Negative affectivity: Fear, frustration, sadness, irritability, and discomfort
- Effort control (self regulation): Attentional focusing and shifting, inhibitory control, perceptual sensitivity, and low-intensity pleasure, can keep their arousal from getting too high (self soothe)
53
True or false: Feisty and fearful children are most frequently referred for clinical services
True
54
What are children with difficult temperament's different susceptibilities?
- Children with difficult temperament are more vulnerable to negative parenting, but profited more form positive parenting (based on externalizing and internalizing problems and social and cognitive competence)
- Children with difficult temperament show more externalizing behaviors if they're in low-quality child care, but see improvement in externalizing behaviors if they're in high-quality care
- Fearful children show more internalizing behaviors if they experience greater exposure to child care
55
What is temperament's relationship to personality?
- Many similarities
- Temperament traits appear earlier
- Hard to track individual differences/personality development from 2-8 years because of rapid developmental change
- Personality=temperament + _______ (effects of experiences, such as social relationships, reactions to child's temperament, values, goals)
56
How stable are temperament and personality?
- Mixed findings
- Significant but low correlations from 1 year to the next in first 5 years of life
- 3 type temperamental profile (vs. 6 or 9 separate categories) are most stable
- Extremes of spectrum are more stable
- Average rank-order stability of personality traits steadily increases from infancy through childhood, adolescence, and adulthood
57
What are the genetic influences on temperament?
- Typically account for between 20% and 35% of individual variations in temperament
- Stronger genetic influences for negative temperament domains (such as fear and inhibition), positive temperament domains such as positive affect and approach are not as genetically based
- Some evidence that there are genes associated with novelty-seeking (activity level)
58
How does influence effect temperament?
- Children living in more chaotic homes become more easily irritated and have more intense negative moods
- Highly inhibited become less so over time if their parents: set fir age appropriate limits on behavior, helped child practice appropriate coping skills, responded less frequently, or were less solicitous when child exhibited stress
59
Are their gender differences in temperament?
- A few consistent differences: Girls rated higher in effortful control, boys rated higher in urgency, no difference in negative affectivity
- Mixed findings overall, and difficult to disentangle experience and genetics
60
What is "goodness of fit"?
- The goodness of fit of a child's temperament to their environment
- How well do the demands, expectations, affordances and constraints of the environment match the temperament of the child
61
How can you tune into temperament?
- Keep temperament in mind when you make educational and caregiving decisions
- Recognize when a child is overwhelmed
- Respond sensitively to their reactions
- Be flexible in your responses
- Avoid negatively labeling behaviors
62
What are social skills?
- Skills needed for making and keeping friends (but also more than that)
- Skills used to communicate and interact with others: spoken communication, non-verbal communication (body language, gestures, eye contact), social play, emotional regulation, familiarity with social rules that govern interpersonal interactions (cooperation, prosocial behavior, social norms)
63
What is social orientation?
- Infants are motivated to orient to and understand the social world
- Face-to-face play plays an important role
- They expect people to react positively when they initiate a behavior (smile, vocalization)
64
What is locomotion?
-Locomotor skills give infants the independence to initiate social interchanges more frequently (enables them to engage more in goal-directed behaviors)
65
What is prosocial behavior?
- Voluntary behaviors intended to benefit others
- Children start to develop prosocial behavior at around 6-18 months
- Helping (14 months), sharing (18 months prompted, 3-4 years without prompting), comforting (24 months with prompting)
66
How does prosocial behavior develop?
- Cognitive development: understand internal mental states and other people's goals
- More experiences that contribute to social understanding
- Adult expectations
67
What is social referencing?
- Reading emotional cues in others to determine how to act in a particular situation
- Become better at this in second year of life
- Helps interpret ambiguous situations more accurately (Do I trust this stranger? is this safe? Should I explore this?)
68
What is attachment?
- Close emotional bond between 2 people
- Biological driven
- Complex, ongoing process
- Universal feature of development
- Different cultural manifestations
- Develops during infancy with caregiver
69
What are the responses to strange situation?
- Secure: use caregiver as secure base from which to explore
- Insecure avoidant: avoid the caregiver, not bothered when they leave
- Insecure resistant: cling to caregiver and resist her, do not explore
- Insecure disorganized: might appear confused, strong patterns of avoidance and resistance
- Note: Cultural differences can apply
70
What did Thompson regarding attachment?
-Attachment influences many aspects of long-term development (interpersonal/social competence, psychological adjustment, self understanding, confidence, positive affect, curiosity, exploration and play)
71
What is Thompson's developmental cascade model?
-Connections across domains over time influence multiple developmental pathways and outcomes
72
What are internal working models?
- John Bowlby's theory
- Attachment security influences over domains of development through children's developing mental representations or "internal working models" (IWMs) of the social world
- IWMs are based in part on infants' expectations for the accessibility and responsiveness of their caregivers
- These expectations develop into a broader understanding about how to interact with others and experience new things
- They can change over time
73
What is the law regarding parental leave?
- Federally, eligible employees who work for certain covered employers are able to take up to 12 work weeks of unpaid, job-protected leave after a birth/adoption
- California mandates paid family leave (1 of 6 states), recently expanded from 6 weeks to 8 weeks
74
True or false: Close attachment is possible in high-quality child care settings
- True
| - Teachers and children can form secure attachments (this requires continuity)
75
What components of child care are most important for improving children's outcomes?
- Staff quality
- Ratio and group size
- Family partnership
- Environment
- Interactions
76
How can teachers increase children's language development and socioemotional skills?
-Ask open-ended questions
–Engage in extended back-and-forth discussions
–Increase wait time to invite child speech
–Use comments to cue a child’s turn
–Look expectantly to cue a turn
–Facilitate peer-to-peer talk
–Follow child’s interest/lead
77
What are the self, self identity, self understanding, and self esteem?
- Self: Consists of all the characteristics of a person
- Self identity: Synthesis and integration of self understanding
- Self understanding: Cognitive representation of the self; helps you recognize that you have multiple facets
- Self esteem: Person's self worth or self image
78
How is self understanding development?
- By 3 months, infants attend and act positively towards own image in mirror
- Ability to identify own physical features does not emerge until second year
- Sense of "me" appears around 2-3 years of age (I'll do it myself, this is mine)
79
True or false: Children may be less egocentric than Piaget though
True
80
How does understand others and perspective taking develop?
- Perspective taking increases 6-8 years old; begin to realize other people have different information, thoughts, etc.
- Perspective taking important for shaping prosocial behavior
- Wide range in ability/motivating to understand others depending on executive functioning, caregiver conversations about thoughts/feelings, etc.
81
What are self definition, self in relation, and self regulation?
- Self definition: Add to life narrative
- Self in relation: Create shared past
- Self regulation: learn to understand emotional life
82
What are the gender differences in reminiscing?
- Most likely the result of nature and nurture
- Dyadic interactions are bidirectional and cumulative
- Girls get more so they reminisce better?
83
What is self esteem?
- Self esteem: global self worth or self image
- Foundation comes from attachment, but shifts across the lifespan
- Positive overestimation
84
What is self esteem?
- Self esteem: global self worth or self image
- Foundation comes from attachment, but shifts across the lifespan
- Positive overestimation
85
What are the gender differences with self esteem?
- Social, not biological
| - Related to how society reacts to you and how you react to society
86
What is self esteem associated with?
- Academic performance
- Initiative (this can be good and bad)
- Overall happiness
87
How can you increase self esteem?
- Identify areas of importance and emphasize growth
- Introduce emotional support and social approval
- Scaffold achievements
- Encourage coping, not avoidance
88
What is identity development?
- Components include hobbies, religion, sexual identity, personality, achievement, etc.
- Tend to conceptualize identity development as taking place during adolescence
89
What is psychosocial moratorium?
-How we
90
What is psychosocial moratorium?
- How we classify this gap between childhood security and adult autonomy
- Erikson suggested psychosocial moratorium: Situation where you're experiencing an identity crisis but have not committed to one persona
91
What does James Marcia say about identity statuses?
- James Marcia suggests this is not universal
| - Identity status based on whether a crisis has been experienced or a commitment has been made
92
What are James Marcia's identity statuses?
- No commitment + No crisis= identity diffusion
- Commitment + No crisis= Foreclosure
- No commitment + crisis= Moratorium
- Commitment + Crisis= identity achievement
93
How is identity related to family?
- Sets balance between autonomy and structure
- Family setting should promote individuality and connectedness to provide secure base; allows you o explore your own view while knowing you have a secure base, attachment
94
How is identity related to peers?
- Friendships and romantic relationships offer another secure base
- You can explore and test out new identities with this group
- Multiple identities developing at the same time
95
How is identity related to ethnicity?
- Ethnic identity: aspect of the self that includes sense of membership in an ethnic group
- Many people have an ethnic identity that differs from the majority culture they live in
- Most have bicultural identity: identify with ethnic group in some ways, majority culture in others
- Ethnic identity is both enduring and fluid
96
What influences ethnic identity?
- Majority/minority status
- Time and generational status
- Social environment
97
What is individualism vs. collectivism?
- Individualism: associated with Western cultures, focus on individual, self, autonomy
- Collectivism: Associated with Eastern cultures, focus on greater good, structure, social norms
- In collectivist cultures, adolescents may develop identity through identification and imitation of social norms
- Adolescence framed by accepting and embracing social/family roles (foreclosure status may be more adaptive)
98
What happens happens identity is achieved?
- Originally: identity achievement was followed immediately by adulthood
- But there has been a recent shift in norms; In U.S., gap between adolescence and typical adult milestones is growing
99
What is emerging adulthood?
- Newish concept to describe ages 18-25
- Shift from internal growth to external growth
- No longer wondering who you are, but where you fit into society
- Culturally constructed stage (not universal)
- Restricted to certain cultures/eras
- Also related to ethnicity, SES, family, etc.
100
What is identity like across the lifespan?
- Identity more stable as we enter adulthood, but still not set in stone
- Will likely engage in the MAMA cycle: Moratorium, achievement, moratorium, achievement
101
What are peers?
- Peers are children who are the same age or maturity level (provide a source of info about the world outside the family)
- Companionship and intimacy/affection
- Learn how to negotiate conflict and communicate effectively
- Peer rejection and acceptance affect self-esteem
102
What is social comparison?
Valuate one's own abilities in comparison to peers
103
How are peer relationships developed?
- A form of friendship may emerge as early as age 1-2 years
- Preferences for some peers over others in play, complementary and reciprocal interaction, mutual affection and emotional support
- What children consider to be their first friendships usually emerge between ages 3 and 6
- During middle childhood, children spend more time with peers
104
What is propinquity and homophily?
-People tend to be friends with people who are nearby (propinquity) and similar to them (homophily)
105
Do children have a gender preference when playing with peers?
- Around the age of 3 years, children already prefer to spend time with sex playmates
- This preference increases throughout early childhood and continues into adolescence
106
What is play?
-Spontanteous
-Flexible
-Engages child's attention and interest
-Pleasurable
-Comes effortlessly to most children
May or may not: involve caregivers or peers or a display of affect
107
Why do kids need a "prescription" for play?
- Though play, children gain skills in collaboration, negotiation, conflict resolution, self-advocacy, decision-making, a sense of agency, creativity, leadership, and increased physical activity
- Play helps children learn to pursue goals and ignore distractions
- Play provides protection against the toxic effects of stress, including poverty
108
How much opportunities do kids have for play?
Kindergarten classrooms have increasing academic demands, which leaves little room for play during the school day
109
What is the kindergarten continuum?
- Teachers should strive for the middle approaches
- Classroom rich in child-initiated play: exploring the world through play with the active presence of teachers
- Playful classroom with focused learning: teachers guiding learning with rich, experiential activities
110
What are the types of play?
- Sensorimotor: exploratory play that starts 9 months of age, infants select novel objects for play, especially those that make noise or bounce
- Symbolic: child transforms the physical environment into a symbol, between 9-30 months, children increase their use of objects in symbolic play
111
What are Parten's stages of play?
- Unoccupied (0-3 months): seemingly random movements of infants
- Solitary (0-2 years): children play alone, with their own toys, they do not get close to or interact with other children
- Onlooker (2 years): when a child watches other children playing but makes no attempt to join in
- Parallel (2+ years): children continue to play on their own, but they are beside children and may be using the same toys
- Associative (3-4 years): children begin to truly play with others, they share play materials but may be following their own story line
- Cooperative (4+ years): Children play in groups and everyone is cooperating to achieve a common goal
112
What are the two dimensions of individuality?
- Self assertion and separateness
- Individuality requires the ability to have & communicate a point of view (self assertion) & the use of communication patterns to express how one is different from others (separateness).
113
What are the types of baby cries?
A basic cry consists of a rhythmic pattern usually consisting of a cry, a briefer silence, a shorter inspiratory whistle that is higher pitched than the main cry, and then a brief rest before the next cry.
An anger cry is a variation of the basic cry, with more excess air forced through the vocal cords.
A pain cry is a sudden long, initial loud cry followed by breath-holding; no preliminary moaning is present.
