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145 Cards in this Set
- Front
- Back
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semantic
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learn to understand the language faster then you can poduce it
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power of facial gestures
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6 universal facial gestures, infants may not understand individual words but they understand gestures
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language/motor
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difficulty of saying words may be beacuse they dont have th emotor skills to talk, language supports but motor skills do not
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range of development-first words
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8-18 months, girls usualy speak first-->genetic/environmental component
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language/aggression
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if you dont have language you cant be as aggressive in expressing feelings, boys more likley to act out then talk out, acting=unregulated expression
no language=no internalized component |
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vygotsky
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language mediates thoughts and regulates feelings
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2 methods by which environment shapes language
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referential, expressive
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referential
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words are object centered "ball" "cookie"
objects in the environment-child names what he sees-pic of a dog, child shows connection to pet, says pet name before mommy or daddy |
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expressive
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social-"stop" "i want" what parents teach
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over/under extension of words
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overuse of schema & word-tend to overgeneralize morphines , helped-hel-ped, making up words with meaning coul dactualy pass in other cultures
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development of grammer
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1 word-1 yr
2 word-20 month (takes a long time to progress from one to two words) 3 word-22-26 months (communication of ideas-move foward) |
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communicative intent
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desire to communicate, name and label objects with words-communicate idea-what they want to do, instead of doggie-->pet doggie, use words that have most meaning with a limited vocabulary aka telegraphic speech (2 word mark)
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language=
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rules (phonetics/sounds)
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Behaviorist (Skinner) theory of behavior
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-language is behavior, just like any other behavior
-influenced b yimitation/modeling -conditioned-learned from a system of reinforcement. chlid acts b ysaying the word and it is reinforced-imitation of parents model |
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problems
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word pointer-"nighter" made up word, no on e uses this word, where does it come from?
helped-ed-where does this come from? if not corrected then they will continue to use it. do=yes reinforced by not saying anything when they are wrong |
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semantic
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learn to understand the language faster then you can poduce it
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power of facial gestures
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6 universal facial gestures, infants may not understand individual words but they understand gestures
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language/motor
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difficulty of saying words may be beacuse they dont have th emotor skills to talk, language supports but motor skills do not
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range of development-first words
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8-18 months, girls usualy speak first-->genetic/environmental component
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language/aggression
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if you dont have language you cant be as aggressive in expressing feelings, boys more likley to act out then talk out, acting=unregulated expression
no language=no internalized component |
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vygotsky
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language mediates thoughts and regulates feelings
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2 methods by which environment shapes language
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referential, expressive
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referential
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words are object centered "ball" "cookie"
objects in the environment-child names what he sees-pic of a dog, child shows connection to pet, says pet name before mommy or daddy |
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expressive
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social-"stop" "i want" what parents teach
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over/under extension of words
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overuse of schema & word-tend to overgeneralize morphines , helped-hel-ped, making up words with meaning coul dactualy pass in other cultures
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development of grammer
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1 word-1 yr
2 word-20 month (takes a long time to progress from one to two words) 3 word-22-26 months (communication of ideas-move foward) |
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communicative intent
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desire to communicate, name and label objects with words-communicate idea-what they want to do, instead of doggie-->pet doggie, use words that have most meaning with a limited vocabulary aka telegraphic speech (2 word mark)
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language=
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rules (phonetics/sounds)
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Behaviorist (Skinner) theory of behavior
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-language is behavior, just like any other behavior
-influenced b yimitation/modeling -conditioned-learned from a system of reinforcement. chlid acts b ysaying the word and it is reinforced-imitation of parents model |
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problems
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word pointer-"nighter" made up word, no on e uses this word, where does it come from?
helped-ed-where does this come from? if not corrected then they will continue to use it. do=yes reinforced by not saying anything when they are wrong |
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nativist-chomsky
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language is too complex to teach, no modeling/imitation, too laborious to adhere to behaviorist perspective
-predisposed to language-naturally developed |
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language acquisition device
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part of brain inherent for language, humans possess make them different then aimal kingdom
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proof for LAD
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-phonic detection-we all have the capability of learning different languages as a child
-brocas area-expression of words -wernickes area-comprehension -both hemispheres have different ways of processing language L hemipshere more language oriented |
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sensitive periods
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language as a whole is criical to develop early on in life. first exposure to language needs to be early in life-stimulation for neural connections to be made.
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brain anatomy relation
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much mor frontal lobe involvement for languages learne dlater in life, languages learned earlier will be closer to wernickes area in brain where first language was learned
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cognitive neuroscience (integration of the two)
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-language is naturally developed in a social context
-natural course of reinforcement |
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"statistical model of language development"
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computers can learn language-let computer take guesses in language, telegraphic speech-correct language and it will adapt. dont need nativist approach to learn language. computer is simply learning rules of language
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language
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need both for language to occur- need modeling, need brain as well-like nature/nurtue controversy
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perceptual observation
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of things moving allows kids to group together a single object-children pick out patterns focus on a wide range of stimulis
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at birth you inherit
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the basic buidling blocks for a behavioral style, based on genetics
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tempermant
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born with a pre-genetic disposition to end at a certain point (from easy going to volitile) born as an easy going individual, will remain so much so, some things in environment can change this though,
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Thomas + CHess (1950-70s)
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temperment is how you do it, traits you are born with & expression of behavior is what defines temperment, how o umake friends, how you play the game
9 different temperment traits |
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3 styles of temperment
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easy, slow to warm, active
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easy
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regular systems, regular napping/eating cycles, equal interals, exposure to novel stimulis=appropiate reactions
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slow to warm
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when presented with a novel stimulis anxious, do not want to engage right away, tantrums, reservations but over time warm up and engage, become like easy
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active
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intensive reaction to novel stimulis, constant moving enhanced difficult behaviors
negative mood replaced with positive mood=happy life of the party-if you are ready for them they are great to get along with |
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Rothart
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temperamnt is stable/biological, influenced by genetics (nature), maturing systems (interactions) and experiences (nurture)
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tempermant is measured by
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reactivity, self regulations
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reactivity
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motor and or affect (emotional) reaction to stimulis, apparent as early as infancy, enhanced and inhibited by self regulation
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self regulation
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part of maturing, 3-5th year when it starts to take place childs ability to react more or less to enhance or inhibit activity, ability to learn to control their rective, developmental ability for child to regulate actions
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Rothbart components of tempermant (combinations of these merging have many different meanings)
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sensory threshold, activity level, regularity, adaptability, mood, approach/withdrawal, persistence, distractibility
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sensory threshold
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how much sesnory input is needed to cause a reaction/response from kid
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intensity
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level of expression
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ergularity
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predicibility of bodily functions, nursing, napping, feeding..is it ona regular basis?
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adaptibility
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ease at which child adapts to new situations
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activity level
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level of motor activity at daytime can translate to level of motor activity at night, whether you toss around a lot at night
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mood
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predictive component to temperment-happy or sad
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approach/withdrawal
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childs development to novel stimulis
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persistence
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stick to task, stay with activity although it may become challenging, can move off tasks and wil come back to it again, can take breaks
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distractibility
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not sticking to it
easy ( 40%) slow to warm (15%) difficult (10%) =65% of sample 35% mixed easy and mixed are most common |
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reactivity
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physiological responses measured at infancy
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self regulation
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inhibits or enhances reactions
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determinents of self regulation
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1)genetic-biological regulator-homeostasis-sympathetic/parasympatetic
2)internalization of social 3)frontal development |
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goodness of fit
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everyone has a temperment, shilds and adults alike, what happens when temperment of adult and child match-thats good when different there is conflict, encourage identification of tempermant
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posner
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attachment networks-alert, orienting, executive capacity
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alert
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how quickly you can respond to a stimulis
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orienting
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attention is faster in orienting, when you are qued to where you shoul ddirect yourself shift happens faster if youve been oriented to it
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executive capacity
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inhibition, regulation of attention
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personality=
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tempermenat and experience
different scenarios may teach you that introversion is not the best way, ou cannot escape tempermant but experiences will shape it. |
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normal behavior
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range of normal behavior becomes a lot more narrow as we age. emotional cognitive more borad for younger kids, restrict range-biology and tempermant do not change but expectations change and kid son outside may be considered abnoral if they do not adjust their behavio
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adhd
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tempermant, range too narrow in school
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ATTACHMENT self regulation
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connection between attachment and tempermant
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transitional object
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when kids bring one o ftheir toys with them- object of comfort-ties to something
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Bowlby
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less about us, more about baby =-engages us pulls u sin by laughing crying, baby learns how to pull u in to adress needs
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stages of attachment
B-6 weeks Preattachment |
no attachment, baby is not hooked byut shows signs of interest, shows :love" to whoever the baby interacts with, same behaviors with other ppl as parents
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reactivity
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physiological responses measured at infancy
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self regulation
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inhibits or enhances reactions
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determinents of self regulation
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1)genetic-biological regulator-homeostasis-sympathetic/parasympatetic
2)internalization of social 3)frontal development |
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goodness of fit
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everyone has a temperment, shilds and adults alike, what happens when temperment of adult and child match-thats good when different there is conflict, encourage identification of tempermant
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posner
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attachment networks-alert, orienting, executive capacity
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alert
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how quickly you can respond to a stimulis
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orienting
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attention is faster in orienting, when you are qued to where you shoul ddirect yourself shift happens faster if youve been oriented to it
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executive capacity
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inhibition, regulation of attention
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personality=
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tempermenat and experience
different scenarios may teach you that introversion is not the best way, ou cannot escape tempermant but experiences will shape it. |
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normal behavior
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range of normal behavior becomes a lot more narrow as we age. emotional cognitive more borad for younger kids, restrict range-biology and tempermant do not change but expectations change and kid son outside may be considered abnoral if they do not adjust their behavio
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adhd
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tempermant, range too narrow in school
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ATTACHMENT self regulation
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connection between attachment and tempermant
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transitional object
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when kids bring one o ftheir toys with them- object of comfort-ties to something
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Bowlby
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less about us, more about baby =-engages us pulls u sin by laughing crying, baby learns how to pull u in to adress needs
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stages of attachment
B-6 weeks Preattachment |
no attachment, baby is not hooked byut shows signs of interest, shows :love" to whoever the baby interacts with, same behaviors with other ppl as parents
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6weeks-6/8 M Attachment in the Making
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different response given to mom and dad compared to strangers
level of trust-trust is developing separation does not equal distress |
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6/8 M-18M/2 yrs ATTACHMENT
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begins to develop mental representations of mother/father (object permenance) leads to separation anxiety
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2YRS+ recripical relationship
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language/negotiation-discussion can talk about relationship-have chanc eto say goodbye, will be fine closure is a good thing for you ng kids
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friendship
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duration, experiences, connections, dependable-->trust has been proven, trial/error, relative, discuss/open still there
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Ainsworth
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mothers response to infant and infants reaction/call for help-strange situation
mother and child in an unfamiliar room, baby explores room whlie mother watches, stranger eneters room talks to mom, mom leaves room, stranger leaves, mom back, baby alone, mom back what the heck does baby dooo? |
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BOwlby
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evolutionary perspective, helpless drive leads to survival for infant to pull caregiver in, imitation is innate
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Ainsworth, strange situation
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behavior of child is sensitive to quality of relationship bw mother and child, attachment is defined as a BEHAVIORAL STYLE-infants behavior reflects what child already knws about parent
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attachment behavior reflects
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pattern of relationship-sign of trust and sens eof reliability between mother and child
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securely attached
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exploration of room, shild will be active not physically attached to mother, will go to opposite side of room to play, comfortable knowing mom is still in the room, when mom leaves still explores but not as much, varied distress, reunion with mom, proximity, brings toys and plays near mom does not want to be left alone, calmed
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later for a securley attached child
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confident, good at problem solving, good relationships, become sgood leaarner, asks for help, as a baby cry and do not get a response from mom
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insecure/avoidant
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little attachment, independent style of play, do not check back with parent as much, when mom leaves room no distress, reunion-ignored mom. recognized mom left, physiological reactions show that they are stressed but when mom comes back chld does not seek proximity , bc they do not feel mom will help, punished for crying
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later in life
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hard to develop relationships because they do not trust, expression of emotion punished-->behavior decreased.
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insecure/resistent
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physically attached, dependent style, do not play with toys, separation=anxiety, crying, mom returns need proximity, do not calm down right away when mom returns-->inconsistent adressing of chlids needs-unreliable
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disorganized
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response is varied, when mother leaves=separation=contradiction, happy/confused when mother returns, approach stranger for comfort, pattern is unreliable, interpersonal relationships completly random--?psychotic disorders, no ability to form social attachments
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attachment-regulation
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biological mechanism=habituation
-preference (attention) for novelty and gradual decline with familiar |
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behavior is explained by
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attachment, tempermant, parenting
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how is temperment involved
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fussier, hard to comfort, irritable, how does parent respond-more discipline, give child what they want, punish kid-reflects attachment style
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phonology
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rules governing the structure and sequence of speech sounds, complicated sound patterns
mispronounciation of words, tryingto use different sounds to make word |
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semantics
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vocabulary-the way the underlying concepts are expressed in words and word combinations , meaning of th eword
comprehension, the language that is used develops aead of production of language, understand directions but cannot express these words in their speech` |
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grammer
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consists of syntax and morphology
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syntax
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the rules b ywhich words are arranged into sentences
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morphology
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the use of grammatical markers that indicate tense, case, person, gender, active or passive voice and other meanings (-s and-ed)
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pragmatics
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rules for enganing in appropiate and effective communication, take turns in conversation, stay on topic, state menaing clearly
involves sociolinguistic knowledge-children must acquire certain interaction rituals-verbal greetings and leave-takings, adjust speech to mark social differences in age and status |
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statistical learning theory
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infants idemtify basic patterns of language with the same strategies they use to make sense of their non linguistic experiences
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social rellationship tp learning
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a strong desire to understand others and to beunderstood by them, and a rich language environment combine t ohelp children discover the functions and regularities of a language
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underextension
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application of words too narrowly
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overextension
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applying a word to a borader collection of objects and events, car for all sorts of transportaions
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goodness of fit model
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describes how tempermant and environmental pressures can together produce favorable outcomes, creating child rearing environments that ecognize each childs tempermant while encouraging more adaptive functioning
depends on life conditions infants come into the world with unique dispositions that adults must accept |
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basic emotions
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happiness, interest, surprise, fear, anger, sadness, disguist, universal in humans and other primates, long evolutionary history of promoting survival and can be dirctly inferred from facial expressions
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babies earliest emotional life consists of
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attraction to pleasant stimulis and withdrawal from unpleasent stimulation
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self conscious emtions
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injury to or enhancement to our sense of self, shame embaressment, guilt, envy, pride
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emotional self regulation
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strategies we use to adjust our emotional state to a comforable level of intensity to we can accomplish our goals
involves attention shifting and focusing requires voluntary, effortful management of emotions that improves gradually due to frontal lobe development |
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regulation and attachment
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infants have a limited capacity to regulate emotional states, depend on soothig intervention of caregivers
crawling and walking eventually enable th einfant to withdraw from unpleasent stimuli parents who respond to their infants have infants who are less fussy, more easily soothed, parets who wait to intervene reinforce the babys rapid rise to distress, when caregivers do not regulate stressful situations for infants theybecome less able to regulate their emotions |
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early child hood regulation
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shift attention away from sources of frusteration, chlidren talk about their feelings and actvely try to control them
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middle childhood/adolesence
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care more about approval from peers learn to mange negative emotions that threaten their sense of self worth
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problem center coping
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appraise the situation as changeable, identify the difficulty and decide what to do about it
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emotion centered coping
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internal, private, aimed at controlling distress whn little can be done about the outcome
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empathy
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understanding and vicarious expression of emotions, involves a complex interaction of cognition and affect -the ability to detect different emotions and to feel wit htha person or respond emotionally in a similar way , important moticator for altruistic behavior
can sometime slead o personal distress, doe snot always give way to sympathy |
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development of empthay
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requires chlidren t ounderstand that the self is distinct from other people , as self awareness develop chlidren around the age of 2 begin to empathsize
use of words indicate a more reflective level of empathy understanding more emotions allows kids to empathise with life conditions |
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tempermant and emotion
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children who are sociable, assertive, good at regulating emotion more likley to empathise
agressive, hostility, poor emotion regluators less likley to empathis |
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increase in facial physiciological responses to stimuli indicate
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incrase in prosocial beahvior
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tempermant
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ear;y-appearing, table individual differences in reactivity and self regulation. reactivity refers to variations in quickness and intensity of emotional arousal, attention and motor action. slef-regulation stategies that modify ractivity
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componenets of tempermant
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1)emotion-fearful distress, positive affect
2)attention (span/persistence) 3)action (activity level) |
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effortful control
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self-regulatory dimension of tempermant, voluntary supressing a dominant response in order to plan and execute a more adaptive response
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attachment
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strong affectionate tie we have with the special people in our life that leads us to feel pressure when we interact with them and to be comforted by their nearness during times of stres
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preschoolers who are securely attached as babies
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showed more elaborate make believe play, greater enthusiasm, flexibility and persitence in problem solving, high self esteem, socially competent, empathetic
launches the parent-shild relationship on a positive path conditional because its depends on infants future relationships |
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avoidant attached
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isolated, disconnected
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resistent attached
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distruptive, difficult
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disorganized, disoriented
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relates to hig hhostility and aggression
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attachment seurity being linked to later development depends on
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continuinty of caregiver -parents should respons sensitively during later years for kids to develop favorably
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inductive discipline
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an adult helps the chlid notice others feelings by pointingout the effects of the childs misbehavior on others, noting the other chlds distress and making clear that the chlid caused it. , mst provide explanations that match th echlids abillity t ounderstand whlie firmly insistingthe chld listen and comply,
kids show more prosocial behavior -encourages empathy and sympathetic concerns -encourage child to adopt standards becaus ethey make sense -discipline that relys to heavily on threats of punishment o withdrawal of love produces high levels of fear and anxiety |
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corregulation
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exerting general oversight while permitting chlidren to be in charge of moment to moment decision making
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impact of affluence and poverty
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hgher ses parents are more verbal and stimulating and rely mor eon warmth and explanations, while lower ses use more commands critscm and physical punishment
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bad things about ses
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affluent parents often have youngsters who display worsening problems including substance abuse, emotional academic probelems, excessiv achievment pressures
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chinese, hispanic, asian pacific islander, african americans
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tend to be highly controling, when combined iwth warmth high control can be adaptive, but when it becoimes excessive, it impairs childs adjustment
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