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50 Cards in this Set
- Front
- Back
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Phonology
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Languages sound sytem
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Phonemes
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The smallest unit of sound that effects meaning
EX: CAT (C A T)-All 3 effect meaning, so 3 also: TH, CH, TR, SC, QU all are 1 because they make one sound |
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Morphology
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Languages meaning system
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Morphemes
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Smallest units of meaning; a word or part of a word that cannot be broken into smaller meaning full parts (prefixes/suffixes/rootwords)
EX: FARMER-farm and er, which makes it a person TEACHER- Teach ER DEROOT- DE root also: ing, ed and before word, pre-, -tion, -ing, -ed, -er |
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Syntax
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Rules by which words are arranged in sentences
(adj goes BEFORE noun) the pretty girl walked into class NOT the girl pretty walked into class |
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Semantics
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Rules for how words can be organized with respect to meaning
EX: The bicycle talked to boy into buying a candy bar...Grammatically correct, but DOESNT MAKE SENSE!! |
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Pragmatics
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Rules for appropriate use of language in different situations.
(unwritten rules we learn which guide our behavior) how you adress someone who is older:mr, mrs swearing, manners, using childlike speach to children, applying appropriate emotions to words, voice volume is situations |
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Language Developement:
INFANCY |
Cooing (1 to 2 months)
vowel like noises pleasent 'oooo' |
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Language Developement:
BABBELING |
(4 MONTHS)
Long strings of consenant vowel combinations 'bababababa' Deaf Babies can babble, but to develope past this stage you need to hear human speech Normal babies continue to babble even after 1st words |
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Language Developement:
GESTURES |
(6-12 MONTHS)
begin pointing and showing |
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Gesture experiment:
Iverson and Goldin Meadows |
10 children, 10-12 months old.
Observed 8 times: play time/mealtime Recorded attempts to direct the adults attention. (no ritual acts like kisses/patty cake) 3 types of gestures: Deictic Gestures: pointing at an object so adult can see it. Conventional Gestures:we as a society are familiar with; make a face and shake head, nodding, waving Ritualized gestures: Opening and closing of palm; sort of "give me" motion |
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Baby Sign Language
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Important to both parent and baby; encourages gestures
WHY do it? - Fine motor skills develope before verbal skills do - You can figure out what baby is thinking NOT before 6 months. This is a good time to start Benefits: Reduces childs frustration, prevents temper tantrums, makes communication easier, Increases childs self confidence, Increases parent-child bond, and reach language milestoles earlier (doesnt deffer language growth, actually helps language develope sooner) |
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Language Developement
FIRST WORDS |
10-15 MONTHS
-Infants indicate their first understanding of words at 8-12 months: importnant objects to child (mama, dada, pets, food ect) Easiest sounds to make: mama, dada, byebye, nigh night |
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Practicing sounding out words
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18 MONTHS;
Juice: de, ju, dus, jus, jusi |
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Vocabularly Developement
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18 MONTHS: 50
2 YEARS: 200 6 YEARS:10,000 |
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Overextension
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Application of words too broadly
EX: Cars for busses, trains for trucks, all 4 legged aminals are doggies Not yet learn to accomidate |
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Underextension
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Application of words too narrowly
Dads yellow car is a car A Grizzly bear isnt a bear because their teddy bear is a bear |
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Telegraphic Speech
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(18-24 months)
Focus on high content words and leave out smaller words Ex: "Mommy shoe now", or "go car!" |
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3 YEARS
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3, 4, and 5 word combinations
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4-5 YEARS
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Change speech to suit situation (Pragmatics)
Child directed speech; short simple sentences, high pitched voice, repeat important phrases Overuse morphemes "my foots hurt" |
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6-10 YEARS
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Appreciate multiple meanings of words; metaphors, jokes, puns
(to write without a broken pencil is pointless) |
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Emotions
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Sunjective reactions to the enviroment
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Why are emotions important?
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They help us releate to others, help us to react to different situations properly, let others know how we feel
This allows us to establish relationships Ability to communicate feelings and interprete others feeelings leads to social success Linked to childrens physical health. Deprived enviroments where children dont get enough emotional connections |
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Genetic-Maturational
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amount of physical and social stimulation must be present for the emotion to occur.
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Smiling in Infants
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Capable at 46 weeks
Learn to smile Parents may reinforce by smiling in return, hugging, holding. Kids continue to do this because of posative reinforcement (operant conditioning) When you want them to decrease a behavior you can model, imitate, or punish. |
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Cognitive persepcitve on emotional developement
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Emotions are teh result of assimilation and accomidation of information into schemas
Smiling can be a tension reduction fear comes from when you don’t understand what something is, but you have assimilated smiling so you are comforted when you see it. |
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Fuctionalist persepective on emotional developement
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Emotions help us achieve goals and addapt to the enviroment.
Maybe sadness will motivate you to do better next time so you wont feel sad. If you learn to be afraid of nakes then it keeps you safe. anger: terms of goals, you can get your way; lets people know that ‘this isn’t ok’, a way of protecting yourself. |
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Primary emotions in infancy
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Joy, sadness, disgust, fear, suprise, intrest
Across ALL cultures. present in facial expressions |
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Ways to Communicate emotions
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Crying:most important mechanism, their only way to communicate, we just want it to stop so we do whatever we need to make it stop. When we respond the wrong way this can result in shaken baby syndrome.
Smiling:can still become attached to baby even when baby cries a lot. Parents need this smiling -Reflexive Smile (early WEEKS):spontaneous and depend on the infants internal state; when full, during REM sleep, not because of something you did. -Social Smile (2-3 months):result of external stimuli, especially familiar human faces Laughter (3-4 MONTHS)-2 years -reflects faster processing at 2 yrs start to use as a deliberate social sign, will use to get adults attention |
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Fear
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stranger anxiety; first appearance around 6 mos., becomes more intense around 9 mos., and peaks around 1 yr.
what factors influence stranger anxiety: -child’s temperament, shy, passive children tend to experience stronger stranger anxiety. -Past experiences with strangers; if a child isn’t left with strangers often then the fear will be stronger. -Control over the situation; monkey with symbols study, when the child had no control it scared them more. When they had the control then they were interested. -Stranger; adult vs. child: children elicit the least amount of fear, this is adaptive because adults pose more threat than another child does. ; behavior: there are things that a stranger can do to make children less fearful. Be cheerful, friendly |
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Social Referencing
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look to others to know how to act; for children typically look to caregiver
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Separation Protest
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Fear of being seporated from care giver
(15 MONTHS) Attachment style can affect this but there is still an underlying fear of separation. |
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Anger
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newborns express generalized anxiety to a variety of unpleasant experiences. Crying.
16-18mos. Anger expressions increase in intensity and frequency; temper tantrums, push, pull hair, bite, scratching, bang head, hit siblings. Increase with age? Worst thing to do is make a child feel helpless/defenseless, a new ability to express some emotions that they didn’t have before, more control over their body, have more options than ever before (can get into things, constantly being told No, as a result you get angry, and frustrated) Overcome obstacles and protect you |
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Early Childhood:
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self conscious emotions (2nd YEAR.)
become aware that they are a separate and unique self; embarrassment, guilt, shame, pride, disappointment, envy Pride:feel joy as a result of the successfully meeting a standard; potty training Shame: feel poorly when you don’t meet the standards or goals; wish you could hide or disappear. Guilt:feel poorly when you realize you have done something wrong; do something you know you aren’t supposed to, get caught, try to fix it. |
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What is attachment?
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bond that forms around 7 MONTHS Between an infant and one or more regular caregivers;
what are signs? Someone tries to take them and they cry, parent needs to leave and child cries, being reassured or comforted by parent, being a social reference, wanting contact, modeling, smiling, |
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Freud –Psychoanalytic Theory
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we are attached through food, breast, mother
PROBLEM: this meant that fathers wouldn’t be attached. |
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Harlow-Learning Theory
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monkey study: found that they are attached because of caregiver not because of food
baby monkeys taken from mother given to a terrycloth doll, but not food, instinctive need to cling to another body for emotional attachment, another wire feeding area, only when very hungry does he go to the bottle. 22hrs a day on cloth monkey, only when starving did they go to other. If they are returned to other monkeys outside of isolation they found they would adjust |
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Bowlby : Ethological Theory
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both infant and caregiver form attachments; adults attach just as much as children
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Ainsworth, strange situation
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-put children in room with stranger, parent left, watched to see how children reacted to parent leaving and returning.)
-Reunion: mother leaves baby along with a stranger two times and the returns two times> -first time baby and stranger, second time baby alone and then stranger enters -looked at how baby responded to caregiver when returned -when the mother is able to calm the child right away this is a sign of a secure attachment |
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Attachment styles based on the strange situation
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securely attached babies
-caregiver consistently is there for the infant; quickly comforted, feels safe to explore when caregiver is present insecure avoidant babies -caregiver consistently not there for the infant; actively avoided the caregiver, turned away, increased their distance and paid no attention. Insecure resistant babies –anxious ambivalent -Caregiver inconsistent in meeting infant’s needs; often cling to caregiver, then resist by fighting closeness, kicking, pushing away. Disorganized -caregiver is abusive or absent; approach head down, freeze for a few seconds, child responds like an animal that has been abused |
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Disney and Death Article:
Main ideas about death |
under 5 they do not understand that death is final and inevitable
5-9 death is final but old people are only ones who die, 10 irreversible, permanent, inevitable |
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Comprehension depends on two factors
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experience
*actual experiences and what they have been told Developmental level *comprehension abilities |
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Parents Role in understanding of death
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parents use confusing language or not discuss it because they are trying to protect their children.
Don’t discuss b/c they think it is too frightening, unpleasant, or unnecessary when they do explain typically confusing; instead of teaching they are trying to protect |
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Purpose of Disney and Death Study
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how is Disney influencing the comprehension of death in children
do Disney movies portrayals of death influence children’s comprehension of death? |
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Disney and Death Study Design
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describe and analyze the portrayal of death in animated Disney films
2 coders looked at 10 films – selected only if death occurred -snow white, bambi, sleeping beauty, the little mermaid, beauty and the beast, the lion king, the hunchback, Hercules, mulan, tarzan They were chosen for the death scenes and for the time period. Those earlier movies portrayed death differently than they do today. |
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Scene 1:
Lion King; Mufasa’s Death Scene |
shown because of the severity of this death scene, the guilt that samba feels is very serious for a child to comprehend. This could also be difficult because Mufasa and Scar are brothers, a child may have a hard time understanding how one could do this to another. It is clear that Mufasa is dead. Spirit form
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Scene 2:
Snow White comes alive |
The intro is words explaining what the dwarves did for snow white and how she ended up in the glass coffin. Death isn’t perceived as it is now because the prince is able to kiss and wake her. If she were truly dead this of course would not be possible. Reversible, come back in same form.
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Scene 3:
Beauty and the Beast |
Gaston shoots the beast and inevitably due to this Gaston falls off the roof. This one was because it is just implied that Gaston is dead.
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Variables in death and disney
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Character Status: Protagonist – good guy, antagonist – bad guy
Depiction of death: explicit death – see it, implicit death – assume dead don’t come back, sleep death, prolonged sleep due to spell, not really dead Death Status: Permanent/final, reversible (reversible – same form you come back from dead) or (reversible- altered you come back as a spirit) Emotional Reaction How characters respond to death – pos. neg. or lacking emotion Causality: was it an accident or on purpose, justified or unjustified |
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Conclusions of Death in Disney
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Character status: protagonist and antagonist about equal = good and bad guys can die
Depiction of death: saw that more good guys died on screen, bad guys off screen, death of bad guys doesn’t matter Death status: majority were permanent; only the good guys had a second chance at life in altered forms Emotional Reactions: neg. most common for good guys; pos. emotion solely bad guys; bad guys get what they deserve Causality: protagonist never killed on purpose, when bad guys die it was an accident, when good guys died it was intentional. |
