Human Development 3

Front 1

Phonology

Back 1

Structure and sequence of speech sounds.

Front 2

Semantics

Back 2

Vocabulary and word combinations

Front 3

Grammar

Back 3

Syntax: arrangement of words in a sentence

Morphology: use of grammatical markers (he=male, tense, etc.)

Front 4

Pragmatics

Back 4

Communication

Conversing appropriately and effectively. (Understanding gestures, tone, and context).

Front 5

Behaviorist Perspective on Language Development

Back 5

Skinner: language is acquired through operant conditioning (consequences) and imitation.

Front 6

Language Acquisition Device (LAD)

Back 6

The innate ability to formulate and understand sentences once the child has learned a sufficient amount of vocabulary.

Front 7

Protodeclarative

Back 7

When a baby points to something and then looks at others to see if they noticed.

Front 8

Protoimperative

Back 8

When the baby gets someone else to do something they want by pointing or making noises

Front 9

Underextension

Back 9

Applying words too narrowly (That's not a cat. Our cat is at home. That must be a dog)

Front 10

Learning a second language...

Back 10

Is best accomplished when taught at the youngest age possible alongside learning a first language. Avoid confusing the languages by providing different contexts.

Front 11

Overextension

Back 11

Applying a word too broadly (all transportation vehicles are cars)

Front 12

Overregularization

Back 12

Trying to understand how to apply morphology correctly (I has two foots; my car breaked)

Front 13

Fast-mapping

Back 13

Connecting a new word with an underlying concept after just one brief encounter.

Front 14

Referential Style

Back 14

Vocabulary refers to objects to communicate

Front 15

Expressive Style

Back 15

Using more social formulas and pronouns; more observational

Front 16

Syntactic Bootstrapping

Back 16

Discovering word meanings by observing how words are used according to syntax

Front 17

Semantic Bootstrapping

Back 17

Using word meanings to figure out sentence structure by grouping words together

Front 18

Telegraphic Speech

Back 18

Two-word utterances from 1.5 to 2.5 year olds that still get the point across even though they are vague. (More cookie)

Front 19

Recast

Back 19

Restructuring inaccurate speech into a correct form so the child can learn

Front 20

Expansion

Back 20

Elaborating on a child's speech to increase its complexity (shiny, blue and white marble)

Front 21

Turnabout

Back 21

Speaker comments and adds a request to get the partner to respond again

Front 22

Shading

Back 22

Gradually initiates a change of topic by modifying the focus of the discussion

Front 23

Illocutionary Intent

Back 23

Understanding what the Speaker means to say even if it form of utterance is not perfectly consistent with it

Front 24

Referential Communication Skills

Back 24

Producing clear verbal messages and recognizing when we receive unclear messages so we can ask for more info and elaboration.

Front 25

Metalinguistic Awareness

Back 25

The ability to think about language as a system

Front 26

Word Coinages

Back 26

Filling in for words they have not learned by combining words they do know (plant-man=gardener)

Front 27

Metaphors

Back 27

Children will use metaphors to express themselves and their feelings (stomachache feels like the bees stung it)

Front 28

Joint Attention

Back 28

When the child takes notice in the same objects as their caregivers based mostly on visual gaze signals. From here, they learn new vocabulary as they prompt caregivers to explain.

Front 29

Stranger Anxiety

Back 29

Occurs in a child when an unfamiliar adult picks them up in a new setting.

Front 30

Emotional Self-Regulation

Back 30

Adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals.

Front 31

Self-Conscious Emotions

Back 31

Involves injury to or enhancement of our sense of self. (Guilt, envy, shame, embarassment, pride, etc.)

Front 32

Emotional Display Rules

Back 32

Specify when, where, and how it is appropriate to express emotions.

Front 33

Social Referencing

Back 33

Relying on another person's emotional reaction to appraise an uncertain situation.

Front 34

Prosocial/altruistic Behavior

Back 34

When a child acts in a way that benefits another person without any expected reward for doing so.

Front 35

Empathy

Back 35

To detect different emotions, to take on another's emotional perspective, to respond emotionally in a similar way.

Front 36

Sympathy

Back 36

Feelings of concern or sorrow for another's plight

Front 37

Social Smile

Back 37

Parent's communication evokes a broad grin (6-10 weeks)

Front 38

Temperament

Back 38

Reactivity: refers to quickness and intensity of emotional arousal, attention and motor action.

Self-regulation: refers to strategies that modify that reactivity

Front 39

Attachment

Back 39

Strong, affectionate tie we share with special people that leads us to experience pleasure and joy when we interact with them

Front 40

Different Child Temperaments

Back 40

Easy: (40%) quickly establishes regular routines, adapts easily and is cheerful

Difficult: (10%) irregular routines, slow to accept new experiences, tends to react negatively and intensely.

Slow-to-warm-up: (15%) inactive, mild reactions to environmental stimuli, negative mood, adjusts slowly.

Front 41

Ainsworth's Strange Situation

Back 41

Observes the quality of attachment between child and caregiver.

Child explores an unfamiliar playroom with and without the caregiver; researchers identify secure attachment patterns.

Front 42

Ainsworth: Secure Attachment

Back 42

Infants use parent as a secure base. Prefer parent over stranger. When parent returns to playroom, infant immediately seeks contact and crying us reduced immediately. (60%)

Front 43

Ainsworth: Avoidant Attachment

Back 43

Unresponsive to parent when parent is present; treat strangers the same way. (15%)

Front 44

Ainsworth: Resistant Attachment

Back 44

Before separation, infants seek closeness to parent and often fail to explore. Clingy to parent. Distressed when the parent leaves. Resistive behavior. Not easily comforted even when parent returns. (10%)

Front 45

Ainsworth: Disorganized Attachment

Back 45

Greatest insecurity. Infants express confused, contradictory behavior. Behavior does not reflect the typical response they should be expressing (approaches parent but in a depressed sort of way rather than relieved and excited). (15%)

Front 46

Sensitive Caregiving

Back 46

Responding promptly, consistently, and appropriately to infants and holding them tenderly and carefully.

Front 47

Interactional Synchrony

Back 47

Caregiver responds to infant signals in a well-timed, rhythmic, appropriate fashion. "Emotional dance".

Creates emotional trust

Front 48

Interactional Styles: Father

Back 48

Devoted more to playful interaction. Highly arousing physical play allows for infants to regulate emotions in intensely arousing situations and take on active, unpredictable contexts with confidence.

Front 49

Interaction Styles: Mother

Back 49

Nurture and are generally the ultimate caregiver. Engage in conventional games (peek-a-boo).

Front 50

Managing Fears in Early Childhood

Back 50

Shifting attention away from the sources of frustration.

Social referencing--parents provide a good example of how to handle feelings and situations for children to observe and imitate.

Adult-child conversations geared to help the child express their fears and foster self-regulation.

Front 51

Preschoolers who were securely attached as babies were...

Back 51

Higher in self-esteem, social skills, and EMPATHY than their insecurely attached counterparts.

Front 52

Rhesus Monkeys

Back 52

Parent-infant attachment relies on comfort more than hunger.

Front 53

Parenting Techniques Correlated to Shyness

Back 53

Insecure attachment

Front 54

Social Cognition

Back 54

How children come to understand their multifaceted social world. Interpretting experience

Front 55

Self-recognition

Back 55

Identifying oneself as a physically unique being

Front 56

Categorical Self

Back 56

Classifying themself and others on a basis of perpetually distinct attributes and behaviors (baby, girl, etc.)

Front 57

Enduring Self

Back 57

Viewing themself as persisting over time.

Front 58

Inner Self

Back 58

Being aware of private thoughts and imaginings.

Front 59

Self-concept

Back 59

The set of attributes, abilities, attitudes, and values that an individual believes and defines as who he or she is.

Front 60

I-self

Back 60

Introspects

Front 61

Me-self

Back 61

Observes intropsection

Front 62

Remembered Self

Back 62

Autobiographical memory constructed of past conversations

Front 63

Self-esteem

Back 63

Judgements based on one's worth and the feelings associated with those judgements.

Front 64

Generalized Other

Back 64

A blend of what we imagine important people in our lives think of us, crucial to developing a self-concept based in personality traits.

Front 65

How preschoolers describe themselves

Back 65

Describe observable characteristics such as their name, physical appearance, possessions and everyday behaviors.

Front 66

Rouge Test

Back 66

Represents self-recognition

Placing a red dot on the child's face and then placing them in front of a mirror to see if they notice and try to wipe it off

Front 67

Belief-desire theory and false beliefs

Back 67

?

Front 68

Person Perception

Back 68

The way individuals size up the attributes of people with whom they are familiar.

Front 69

Perspective Taking

Back 69

The capacity to imagine what others may be thinking and feeling.

Front 70

Social Comparison

Back 70

Evaluations of one's own appearance, abilities, and behavior in relation to others.

Front 71

Recursive Thought

Back 71

To reason simultaneously about what two or more people are thinking.

Front 72

Achievement Motivation

Back 72

Pressing forward!

Front 73

Learned Helplessness

Back 73

The view that success is due to external factors while failure is due to low ability.

Front 74

Attribution Retraining

Back 74

Encouragement to get children past learned helplessness so they can understand the importance of overcoming failure through effort.

Front 75

Child-rearing practices that influence self-esteem

Back 75

Warm and accepting parents provide reasonable expectations for mature behavior, engagement in positive problem solving, and allow for children to feel accepted and worthwhile.

Front 76

Categories of causes of own and other's behavior

Back 76

?

Front 77

Factors related to mastery-oriented attributions

Back 77

Through improved reasoning skills and frequent evaluative feedback, children gradually become able to distinguish ability, effort, and external factors.l I'm explaining their performance.

Front 78

Children with an incremental view of ability vs. Children who develop learned helplessness

Back 78

Incremental view of ability: when children view themselves as being capable to do anything as long as they put in the effort; attribute failure to factors that can be changed and controlled.

Learned helplessness: attribute their failures, not their successes, to ability.

Front 79

Parenting beliefs/practices of parents of learned-helplessness children

Back 79

They usually believe that their child is incapable and must work much harder than others to suceed. Will say, "it's okay if you quit. Looks like you can't do it anyway."

Trait statements encourage children to adopt an entity view of ability, leading them to question their competence in the face of setbacks.

Front 80

Differentiate between Marcia's four identity statuses: identity achievement, identity foreclosure, identity diffusion, and moratorium

Back 80

?

Front 81

Freud's Psychoanalytic Theory: Moral Development

Back 81

Morality emerges when children adopt the same-sex parent's characteristics and identify with them. Hostility once aimed at same-sex parent is then aimed at themself.

Let your superego be your guide.

Let your children fear you (don't)

Front 82

Inductive Discipline: Child Behavior

Back 82

When parents point out other children's bad behavior and noting that child's distress and making clear that the child caused it in order to help their child notice others' feelings.

Front 83

Physical Punishment and Child Outcomes

Back 83

Frequent punishment promoted only immediate compliance, not lasting changes in behavior.

Serious mental health problems develop under harsh punishment.

Front 84

Negative Effects of Punishment in Child Discipline

Back 84

Weak internalization of moral values, depression, aggression, antisocial behavior, and poor academic performance emerge in childhood.

Depression, alcohol abuse, and criminality develop in adolescence.

Partner and Child abuse develops in adulthood.

Front 85

Realism in young children's moral understanding

Back 85

?

Front 86

Distributive Justice

Back 86

?

Front 87

Ideal Reciprocity

Back 87

"Do unto unto others as you would have them do unto you."

Front 88

Social Conventions

Back 88

Customs determined solely by consensus.

Front 89

Limitations of Kohlberg's Theory

Back 89

Conception of moral maturity, its applicability, and appropriateness according to children's moral reasoning.

Front 90

Key contributors to gains in moral reasoning

Back 90

Moral behavior is influenced by the emotions of empathy, sympathy, and guilt; individual differences in temperament; and a long history of cultural experiences and intuitions.

Front 91

Moral Imperatives

Back 91

Social rules and expectations that protect people's rights and welfare.

Front 92

Social Conventions

Back 92

?

Front 93

Matters of Personal Choice

Back 93

Concerns that do not violate rights or others' welfare and are up to the individual.

Front 94

Elliot Turiel: Moral and social-conventional distinctions

Back 94

Turiel believes that children reflect on their everyday social interactions to distinguish between which transgression is greater--moral violations or violations of social conventions. (Moral is greater)

Front 95

Aggression: Proactive/instrumental

Back 95

Acting to fulfill a need or desire and unemotionally attack a person to achieve their goal.

Front 96

Aggression: reactive/hostile

Back 96

An angry, defensive response to provocation or a blocked goal; intends to hurt another person

Front 97

Aggression: physical

Back 97

Harms others through injury injury to themselves or their property.

Front 98

Aggression: Relational

Back 98

Damages a peer's relationships through social exclusion, malicious gossip, or friendship manipulation.

Front 99

Sex differences in aggressive behavior

Back 99

Girls: relational aggression

Boys: mostly physical

Front 100

Social-cognitive deficits and distortions related to aggressive behavior

Back 100

Overly high-self esteem (arrogance)

Highly manipulative

Believe there are more benefits and fewer costs for engaging in destructive acts.

Can't empathize

Can't see their aggressive actions (or themselves) as wrong

Front 101

Early onset vs late onset routes to adolescent delinquency

Back 101

Early onset: decline in aggression over time, hyperactive, violent-prone; more serious

Late onset: their conduct problems arise from typical adolescent novelty seeking and effectiveness to peer influence.

Front 102

Kohlberg's stages of moral development.

Back 102

Preconventional Level: morality is externally controlled. Children accept the rules of authority figures and judge actions by their consequences.

Conventional Level: conformity to social rules is viewed as important, but not for reasons of self-interest. Rather, they believe that maintaining the current social system ensures positive human relationships.

Postconventional: define morality in terms of abstract principles and values that apply to all situations and societies.

Front 103

Gilligan's morality of care perspective

Back 103

Believes that femine morality emphasizes an "ethnic of care" that Kohlberg's system devalues.

Front 104

Identity Achievement

Back 104

after a period of exploration, the child commits themselves to self-chosen values and goals.

Front 105

Identity Foreclosure

Back 105

without engaging in exploration, the child commits themself to ready-made values and goals chosen for them by authority figures.

Front 106

Identity Diffusion

Back 106

Do not engage in exploration and are not committed to values and goals.

Front 107

Identity Moratorium

Back 107

Exploring, but not yet committed to, self-chosen values and goals.

Front 108

Piaget's Moral Theory

Back 108

?

Front 109

Phonemes

Back 109

?

Front 110

Kohlberg's Theqory in depth (paotconventional especially)

Back 110

?

Front 111

Heternomous vs autonomous

Back 111

?