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48 Cards in this Set
- Front
- Back
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mirror neurons
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special brain cells that fire when an individual sees or hears another perform an action, just as they would fire if the individual were performing the same action
early imitation of infants raising hand in class |
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deferred imitation
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evidence of recall
infants will imitate models but in deferred imitation, they move from recognition to recall head touching panel, light turns off, one day later try and touch the light switch infants watch tv model of someone taking pen cap off, reproduced the model's behavior 24 hours later 1st appearance at 6-9 months of age will not imitate a machine will imitate what they think the person is trying to do demonstrates ability to represent the mental states of other people |
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Primary Emotions
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6 by 1st birthday- joy, fear, anger, surprise, disgust, sadness
primary- bear a simple, direct relationship to the events that elicit them. Simple cause and effect relationships. What first appears in children Smiling and laughter- 1st expressions of pleasure, Newborns display reflex smiles, preference for human face, social smiling at 4-5 mo. of age, smiles reinforced by smiling back Smiles signal pleasure, encourage interaction, gender and ethnicity differences |
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Secondary Emotions
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18-24 mo.
Embarrassment, shame, pride, guilt, envy Self-conscious emotions, have developed sense of self Talk and think about themselves in relation to other people Social or self-conscious emotions |
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How do children regulate their emotions internally and externally?
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Internally- sucking on thumb, closing eyes, rocking themselves
Externally-Learning not to display certain emotions at certain times, like aggressiveness at school, parents comforting children at doctor |
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Stranger Anxiety
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6-9 mo.
Seeks to be near primary caregiver Shows distress if separated, happy when reunited, orient to caregiver's actions Less stranger anxiety among Efe because of shared caregivers |
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Definition of Attachment
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an emotional bond most prominent from 6-18 mo., evidenced by separation anxiety
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Strange Situation
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how child balances need to feel secure and explore the environment
When parent leaves the room, baby cries. When stranger in the room, baby is like what the f@#$ but explores |
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Types of Attachment
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Secure-Child reacts positively to a stranger as long as mother is present. Upset when mother leaves, unlikely to be consoled by a stranger. Calms down when mother reappears. White middle class US babies.
Insecure/avoidant- indifferent to where mother is sitting, may or may not cry when mother leaves, can be comforted by stranger, indifferent when mother returns Insecure/ resistant- stays close to mother, anxious when mother is near, upset when mother leaves but not comforted by return, seeks and renews contact with mother |
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Parent/ Family's role in attachment
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mother's sensitivity toward infant= higher levels of secure attachment
maternal depression and marital discord= lower levels of depression not only mothers take care of infants more time playing with objects= more insecure? |
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Controversies/Problems with attachment research
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Different babies from different cultures vary in how much they cry after maternal departure. Germans/Swedish-more likely to be avoidant. Japanese/Israeli-more likely to be resistant
Many infants experience multiple caregivers=how might this influence classification? |
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Harlow's monkeys
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monkeys prefer cloth monkey over wire monkey that provides nourishment
contradicts drive-reduction theory of attachment (Freud) when scared, would go to cloth mother Social interactions necessary for healthy emotional development |
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Effects of isolation and rehabilitation- Harlow's monkeys
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totally isolated for 1st three months=not permanently affected by the experience
totally isolated for 1st 6 months=recovered only partially isolated for second 6 months= recovered quite quickly total isolation for 1st year=social misfits, no desire for social play or interchange, behaved abusively towards their infants Is there a critical period? punishing monkeys for inappropriate behaviors was ineffective introducing them to a new environment slowly was also ineffective pairing monkeys with a younger monkey (2-3 mo.) resulted in 1 year isolates becoming well-adjusted human implications- Czech twins placed in an environment with younger children and recovered quite normally Socially isolated children working with a one on one relationship with a child 1.5 years younger nearly doubled in number of peer interactions |
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The rouge study
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blush on baby's nose, mirror placed in front of baby, able to recognize that they were in the mirror and that something was on their nose
9-12 mo., didn't react by 2 years, tried to wipe nose older=more recognition 3 mo.-little interest 4 mo.-reach out and touch mirror 10 mo.-reach behind them if toy slowly lowered while looking in the mirror, but will not wipe blush of face 18 mo.-will try and wipe spot off nose and recognize that it is them in the mirror |
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What is language
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structured (governed by rules)
arbitrary communicative Not all communication is language not all language is verbal generative- possibilities are endless abstract-can communicate about things that are not immediately present |
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Prelinguistic development
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birth- preference for language over other sounds; can differentiate basic phonemes characteristic of world's language
neonate- can distinguish sounds of their native language from those of a foreign language 2 mo.-social smiling, cooing, babbling approx 1 year- babbling and 1st words 3 mo.- match behavior to that of another person 9 mo.- social referencing and pointing at an object 18 mo.-will not point unless caregiver is present |
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phonemes
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basic sounds in a language
newborns can perceive differences between all phonemes in time can only differentiate between the phonemes of their native language |
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morphemes
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smallest units of meaning in the words of a language
transplanted- (trans) (plant) (ed) by 8-9 years, can use morpheme knowledge to figure out meanings of new words (treelet) |
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Early language comprehension
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babies prefer listening to speech or vocal music
categorical speech perception- when infants perceive consonants categorically. Student with bah and gah. 60 bahs then 10 gahs, 60 gahs then 10 bahs, and 70 bahs. change==increase in heart rate innate mechanism for perceiving oral language and finding boundaries in sound patterns as babies develop, they begin to lose the ability to distinguish sounds in a language they have not been exposed to |
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semantics
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symbolic representation
how words are connected to their referents first word 10-14 mo., usually nouns vocab spurt and fast mapping at 18-24 mo. |
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Overextensions
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applying a verbal label too broadly (all men are daddy)
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underextensions
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applying a label too narrowly
a cat refers only to the family's cat |
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syntax
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the glue of language
grammar-how words are put together to make sentences |
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holophrases
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simple word utterance that stands for a phrase or sentence
up, bottle, milk |
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pragmatics
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a set of rules that specify appropriate language for particular social contexts
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pragmatics developmental timeline
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2- verbal exchange, turn taking
4-7-adjust speech to meet needs of conversational partner (social status, age, language ability) 3- provide more info to someone who is blindfolded, simple language with child or baby doll |
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Common grammar mistakes children make
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overregularization- the application of a principle of regular change to a word that changes irregularly
goed, comed |
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Object Permanence
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understanding that objects continue to exist when out of sight
A not B error-get habituated to getting put under A, when gets put under B still look under A alert to routines dogs in 3 conditions: Social communicative- performed A not B Noncommunicative- didn't perform error, no talking, facing away from dogs Nonsocial-ball on string, always got it right Wolves always got it right |
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Behaviorist/Learning view
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Mechanism: reinforcement and imitation
focus: word meaning, function of language Limitations: novel combinations and word use, learning to fast to be reinforced for everything, make grammatical errors that we would never actually say |
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Nativist View
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Mechanism: language acquisition device (LAD)-innate language processing system programmed to recognize universal rules of language
Focus: acquisition of syntax Support and Criticism: plasticity of brain, sensitive but not critical periods, grammar acquired more slowly than one would predict, don't need explicit instruction to learn, but do need social context |
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Interactionist approach
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no single theory
all emphasize innate capacity for language and social context of language learning 2 approaches: cognition emphasis, social interaction emphasis joint attention: 2 or more people attending to the same object/event simultaneously |
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Constraints of language
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whole object constraint- we label something as a whole part, assume we're talking about the whole
mutual exclusivity- if an object already has a label, then they will give a new label to a different object categorizing constraint- making inferences, give another name to an object, will think they are talking about a part and look for an object that is similar to it, overgeneralizations |
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Processes for language development
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social pragmatic approach- children rely on social context to learn language. Use pragmatics to understand joint attention, infer intent of speaker, and context provides clue.
Gender differences: girls slightly ahead, maturing faster, mothers talk more to girl than boys, differences don't have to stay Cultural/linguistic differences: Referential- use language to refer to objects. Expressive- refer to social routines/needs. 1st words and vocab sizes vary. Amount of child-directed talk vary. Importance of diff. parts of language vary by language style and cultural emphasis (nouns, verbs). Differences don't have to stay |
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Bilingualism
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better concept formation
more flexible thinking better morphological awareness better attentional control may learn both languages more slowly may have similar vocabs in each Initial differences don't necessarily stay |
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Language Systems
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One- map second onto first
two- systems are independent Implications: 2=knowing more. 1=having an incomplete system spread across 2 languages Bilingual children speak to parents in appropriate language |
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Language requirements
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Biologically programmed (nativist)
ability to learn from and imitate the language of others (environmental learning view) acquisition of basic cognitive capacities-schemas, ability to represent the world mentally (Interactionist-Constructivist) inclusions of children in familiar routines in which language is one of the many forms of interaction (Interactionist-Cultural-context version) |
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Piaget noticed:
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common mistakes among age groups
systematic diffs among older and younger children |
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Constructionist view
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children construct their own understanding, try to fit new info into what is already known
systematic changes in thinking occurs at approx. ages |
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Piaget's stages
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Infancy-birth-2-sensorimotor-thinking based on overtly physical acts
early childhood-2-6-preoporational-overcoming limitations to logical thinking, the inability to keep 2 aspects of a problem in mind middle children-6-12-concrete operational-use of symbols and internalized mental operations. Use info logically adolescence-12-19-formal operational-systematic thinking about logical relations in a problem, interest in abstract ideas built through experience, each is qualitatively different, all do not reach stages at exact same age, all pass through stages in same order, earlier stages foundation of later ones, intellectual development occurs in 4 stages |
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cognitive adaptation
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children continually modify schemata (map to make sense of the world)
assimilation and accommodation- not all women have long hair assimilation- applying schema to a new experience accommodation-adapting schema to fit an experience |
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conservation
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some props of an object remain the same even when its appearance changes
identity- they were equal to start with and nothing was added, so they must be the same compensation-the liquid is higher, but the glass is thinner reversibility-if you pour it back, you'll see that it's the same |
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object permanence
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objects continue to exist when they are out of sight
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egocentrism
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one's own pov is the only one
spatial and communicative 3 mtn task-what does teddy bear see, younger children pick own pov egocentric speech-collective monologues, give too little directions, listener asked fewer questions |
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theory of mind
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ability to think about others' mental states and form theories concerning their thoughts
people guided by their own thoughts false belief task-4yo-box of smarties, open to find crayons, ask what someone else would see in the box, answer with crayons |
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challenges to Piaget's theory
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infants 3.5 mo old dishabituated when screen appeared to pass through the place where the box had been located, indicates reasoning about an impossible event
underestimated babies maybe children are responding to something else development can be accelerated through training children in non-industrial societies lag behind a year because of lack of experience with questions, need training |
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zone of proximal development
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difference between actual developmental level and potential development
determined through problem solving requires experienced adults or peers interaction important |
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Role of culture in Vygotsky's theory
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cultures vary widely in the kinds of institutions, settings, and tools they offer to facilitate children's development
we may seriously underestimate children's cognitive development unless we consider variations and cultural contexts |
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role of language in Vygotsky's theory
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egocentric speech- self-directed monologue in which a child instructs himself in solving problems and formulating plans. Later becomes inner speech which guides intellectual functioning
Learn to communicate and to form thoughts and regulate intellectual functions |
