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47 Cards in this Set
- Front
- Back
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Semantics
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the way underlying concepts are expressed in words and word combinations (involves vocab)
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Phonology
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the rules governing the structure and sequence of speech sounds. (pronunciation)
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Grammar
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consists of syntax and morphology
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Syntax
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the rules by which words are arranged into sentences
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Morphology
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the use of grammatical markers indicating number, tense, case, person, gender, etc. (i.e. -s and -ed)
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Pragmatics
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the rules for engaging in appropriate and effective communication (take turns speaking, stay on topic, body language, etc.)
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Phonological development
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Early phase: influenced by sounds they can make. Minimal words: focusing on stressed syllable. V is a late sound. Usually complete by age 5.
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Semantic development
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By age 6, 10000 words. 5 new words a day. Comprehension develops ahead of production. Fast-mapping: relating a new word to an underlying concept. Referential (refers to objects) vs. expressive (refers to social concepts) style. Underextension and overextension.
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Chomsky's language acquisition device
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a system that permits children to combine words into grammatically consistent sentences and understand the meaning of sentences they hear. (within the LAD is a universal grammar - rules for every language)
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Areas of brain
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Broca's area: Left frontal lobe - grammatical processing and language production
Wernicke's area: Left temporal lobe - comprehension of word meaning |
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Nativist perspective
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Language is uniquely human and is etched into brain structure. Can't be directly taught.
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Interactionist perspective
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emphasizes interactions between inner capacities and environmental influences. Two types: information-processing theory and social interactionist theory.
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Joint attention
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The child and caregiver pay attention to the same thing. The caregiver labels it.
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Bilingualism
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Takes 5-7 years for them to catch up with monolingual peers. Code switching: using "guest" words. Greater cognitive development, smaller vocabs.
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Overregularization
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basically when kids apply a grammar rule to an exception (he eated)
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Coining
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"plant-man", "crayoner"
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Telegraphic speech
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focus on important words, omit less-important ones (car go, mommy cookie)
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Semantic bootstrapping
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use word meanings to figure out sentence structure
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Metaphors
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"fire engine in my tummy" = stomach ache, "clouds are pillows"
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Adult recasts
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Restructuring incorrect grammar into correct form ("I gotted" - "You got?")
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Adult expansions
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elaborating and increasing complexity of children's speech ("I got red shoes" - "You got a new pair of red shoes!")
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Freud's view on morality
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Children develop the superego (or conscience) by identifying with the morals of the same-sex parent. Children eventually (age 5-6) aim their hostility toward the same-sex parent toward themselves, creating guilt when they disobey the superego.
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Construction
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Actively attending to and interrelating multiple perspectives on situations in which social conflicts arise, thereby attaining new moral understandings.
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Realism
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The tendency to view mental phenomena, including rules, as fixed external features of reality.
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Ideal reciprocity
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the golden rule
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Heteronomous morality
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(5-8 years) The view of rules as handed down by authority (God, parents, teachers), as having permanent existence, as unchangeable, and requiring strict obedience.
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Autonomous morality
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Child understands that rules are made by people, for people. Child takes into account others' feelings and is motivated by cooperation.
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Kohlberg's stages of moral development
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Preconventional level, conventional level, postconventional (or principled) level
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Preconventional level
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Morality is externally controlled. Children accept rules of authority figures and judge actions by their consequences.
Stage 1: Punishment and obedience orientation - children focus on fear of authority and avoidance of punishment Stage 2: Instrumental purpose orientation - children recognize multiple points of view, but believe theirs is right. Reciprocity is understood as exchange of favors. |
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Conventional level
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Individuals view conformity to social rules as important - not solely for their own good, but for the good of the whole.
Stage 3: "good boy - good girl" orientation, or morality of interpersonal cooperation - the child wants to maintain close personal ties and approval. Understands ideal reciprocity. Stage 4: Social-order-maintaining orientation - a larger perspective, not just close ties. Everyone is responsible. |
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Postconventional or principled level
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Individuals move beyond unquestioning support for rules of society. Morality is defined in terms of abstract principles.
Stage 5: Social-contract orientation - willing participation in a social contract for the good of the whole. View rules as flexible. Stage 6: Universal ethical principle orientation - right action is determined by self-chosen principles that are valid for all humanity. |
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Gender-stereotype flexibility
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overlap in the characteristics of males and females.
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Androgyny
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scoring high in male and female characteristics alike
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Gender constancy
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a full understanding of the biologically based permanence of their gender, which combines understandings of gender labeling, gender stability, and gender consistency.
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Gender labeling
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(early preschool) children can label their own sex and that of others correctly (don't understand it can't change)
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Gender stability
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(late preschool) children understand that a boy baby will turn into a boy and a girl baby turns into a girl (don't understand changing clothes and hair doesn't change sex)
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Gender consistency
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(late preschool) children understand that sex is biological and isn't changed by dressing cross-gender
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Gender intensification
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increased gender stereotyping and movement toward traditional gender identity (arrival at adolescence)
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Authoritative parenting
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Most successful. Involves high acceptance and involvement, adaptive control techniques, and appropriate autonomy granting. Parents are warm and understanding. (Child: competence, good mood, self-control, etc.)
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Authoritarian parenting
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low in acceptance and involvement, high in coercive behavioral control, and low in autonomy granting. Parents yell, threaten, criticize, and command. (Child: anxious, withdrawn and defiant, aggressive)
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Permissive parenting
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warm and accepting but uninvolved. Parents are either overindulgent or inattentive and therefore engage in little behavioral control. Children make many decisions before they're ready. (Child: impulsive, rebellious, disobedient)
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Uninvolved parenting
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low acceptance and involvement with little behavioral control and general indifference to issues of autonomy. (school difficulty, depression, anger, antisocial behavior)
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Coregulation
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parents exercise general oversight while letting children take charge of moment-by-moment decision making.
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Autonomy
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a sense of oneself as a separate, self-governing individual
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Psychological control
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parents attempt to take advantage of children's psychological needs by intruding on and manipulating their verbal expressions, individuality, and attachments to parents.
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Divorce rate
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45%
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Children living in single-parent home
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1/4
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