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13 Cards in this Set
- Front
- Back
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Infant speed of habituation and life-long intelligence
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One of the factors is perceptual speed- sign of general intelligence
Some general factor? “g” according to Spearman Or a group of 7 factors (Thurstone) such as: |
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Sternberg’s theory of intelligence and developmental changes in allocation of attention
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Several information processing components (Sternberg) pg. 78 of text
What high IQ people do to solve problems (see handout attached- diagram on back) speed of processing -ability to see connections Intelligence = Knowledge Aquistion Components (selective encoding, comparison, combination) + Metacomponents (strategy construction, coordination, selection) + Performance Components (encoding, inference, application) |
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Behavior genetics, including the logic of family and adoption studies and gene-environment correlations
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Potential problem: What else do families share
besides genes? Environmental experiences Solution-- Adoption studies: Identical twins reared apart Siblings adopted apart Identical twins who were raised apart, Roger (left) and Tony first met at twenty-five and discovered they had many similarities Problems Selective placement – even if they were adopted into different families they would probably both be adopted by the same race families, same socioeconomic class Age at adoption – has spent some time (although small) in the same place Shared intra-uterine environment – gets the same affects from the mothers shared blood stream, shared a pre-birth environment |
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Steele’s research about stereotype threat
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Subjects: White males chosen for high math ability (A group NOT expected to have experienced negative stereotypes about their intelligence)
Each person randomly assigned to one of two conditions: Experimental: read articles about superiority of Asian over Caucasian students in the math domain (were confronted with stereotype) Control: didn’t read articles Then both groups took a difficult math test Results: Mathematically-gifted white males who read stereotype articles…scored significantly lower on the math test than the control group Steele and others found effects of stereotypes on test performance for: Ethnic minorities in academics Women in math Low-SES (socioeconomic status) students in academics The elderly in memory |
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Infant-directed speech (“motherese”)—what it is like, why we do it, how we test
babies’ preference for it, how it helps babies learn language |
Not just women do it
Babies prefer it--will learn to _turn head to get loudspeaker to play motherese Marks when someone is talking to you Higher pitch sounds _louder_ Smooth & connected = easy to hear Exaggerated contours cue word meaning Fernald (1993) video--8-month-olds |
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Infants’ categorical perception of speech sounds—Eimas’ research--how tested (166)
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Adults perceive speech sounds _categorically /d/ /b/ /t/ /p/
Categories are defined by how they are _produced Place of articulation, where you _stop_ flow of air (ba, pa vs. ta, da) |
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Do babies distinguish the same speech sounds as adults? How is this tested? When does this change? (Werker’s research with Eskimo and Hindi speech differences) (166)
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Those were all equal acoustic intervals
Yet sounds like big jump from Ba to Pa We perceive sound difference only at _boundary between categories About __50__ sound differences are used in any language But they are not the same __50_ Do babies _distinguish___ just the ones in their parents’ language? In other words, is the __discrimination__ ability learned or innate? |
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4 components of language development--general idea
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_Phonological: understand and produce speech sounds
_semantic___: understand word meanings Grammatical_: morphology_--word endings ___syntax_____--rules for arranging words in sentence __pragmatic_____: how to have a conversation (communicate) |
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Expressive versus receptive language
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__receptive language: What children understand
_expressive_ language: What children can say |
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Characteristics of: babbling, one-word stage, vocabulary spurt, two-word stage
Characteristics of first words learned |
1 month: _cooing____ = isolated vowels; deaf babies, too
4-6 months: ___babbling___ = consonant + vowel More complex Real syllables Used without meaning __intonations____ like language (can distinguish infant’s language environment) |
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Characteristics of: babbling, one-word stage, vocabulary spurt, two-word stage
Characteristics of first words learned |
4-6 months: ___babbling___ = consonant + vowel
More complex Real syllables Used without meaning __intonations____ like language (can distinguish infant’s language environment) Vocabulary “_spurt__” or “___explosion____” Add 10-20 words per week Vocabulary size doubles every few months By first grade, child knows 10,000 words; One word stage Produce one word at a time Learn __slowly__, __effortly______ (1-3 words a month) Which words? NOT most frequently heard words (the, a, of) __Nouns__ (___Verbs__, in some languages) |
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Overextensions of words—why?
Do children understand grammar/word order before they say sentences? |
ball-balloon, egg, appyling word to other objects
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Overregularization of verbs—implications (lecture + Pinker video
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grammatical rules, some verbs, to run (we runned)
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