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62 Cards in this Set
- Front
- Back
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Implicit memory |
Memory that does not develop over time or improve, habituation experiments asses infants implicit memory |
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Katherine Nelson |
Study on Howe young children remember recurring events best, adults remember a break in routine, children remember the ordinary |
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Scripts |
A form of schematic organization with real world events organized in terms of their casual and temporal characteristics, children discuss how things "usually" happen because it provides a framework that helps them remember new events |
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Patricia Bauer |
Worked with 1-2 year olds with deferred imitation type studies, study showing a sequence of events and when children came back, sometimes up to 6 months, they were able to recall events displaying EVIDENCE FOR SCRIPT MEMORY |
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Memory for sequence of events |
Bauer study showing children can recall events up to 6 months later showing evidence for script memory |
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Role of parents |
Talking to children about events that occurred in the past, parents ask their kids about the w's; children learn that there are important facts to remember about particular events and learn the highlights of the who, what, when where to practice retrieving certain events |
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Children as eyewitnesses/ general method |
Children shown a video and then tested in contents to test amount remembered and accuracy. Older kids remembered more |
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Free recall |
General questions without cues or leading questing; "what did you see" |
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Child witnesses accuracy |
Preschool children remember less quantity, what they do remember is accurate about the event and it's components |
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Cued memory recall |
Cued recall (leading questions) increases memory but for both correct and Incorrect information |
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False memories |
Remembering something that didn't actually happen or happened differently |
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Do false memories become part of the memory representation itself? |
At shorter delays of several weeks or less, NO. At several weeks or less seven recounted, children are most likely able to detangle the real memory from the false one |
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Longer delays and false memory |
At longer delays; YES, false memory becomes part of the memory representation, several weeks or.more to apx. 6 months |
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When children eyewitness are asked to recognize information opposed to free recall |
Yes, when children are asked "did you see any blue cars etc", false memories more likely to become part of the representation, these memories are more resistant to forgetting |
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6 year olds and adults memory length |
6 yr.olds and adults remember same amount of information over a 5 month delay, 6 year olds memory is less accurate though |
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Repeated questions |
Young children are more likely to change their answer to a question when asked the same or similar questions repeatedly |
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Are children more suggestible? |
Though both adults and children suggestible, children more so, the younger the child, the more suggestible |
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Why are children more suggestible? |
Children and seniors are not able to differentiate the source of information; whether they heard it, saw it, read it etc, this is called SOURCE MONITORING |
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What is Language? |
A communication system |
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Criteria of language (7 points) |
1. Consists of symbols - (letters, words to convey thoughts, ideas, objects etc) 2. Symbols are arbitrary - Sig.to a group, culture,person but not sig.in and of itself 3. Symbols are used systematically - language as a shared system of reference 4. Rules - all language systems have a set of rules that specify how to combine symbols (I.e, grammar) 5. Infinently generative - separates human language from animal language, meaning we can constantly add symbols to language 6. Intentional - transference of information must be intentional 7. Deferred reference - referencing something not currently happening or not currently present, this is not present in animals |
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What is phonology? |
The study of the sound of language, how we produce, perceive and encode |
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What is a phone? |
All the different sounds a language uses, 45 phones in English, 100 phones throughout all cultures and languages |
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Phonemes |
The smallest units of speech that can change the meaning of words; the words melon and felon differ by one letter which changes the meaning, English has about 40 phonemes, b/p/ph |
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When you know a language you know: |
1. What phonemes are 2. How to produce them 3. How to put them together |
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Morphology and Syntax |
Aspects of language involving words and parts of words and knowing how to combine them |
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Morphemes |
The smallest unit of language that carries meaning, words that represent things; I.e, the letter 's' tells us something is plural so it's a morpheme |
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Most morphemes are words and there are some that are parts of words such change meaning |
Speaker- has two morphemes "sp" and "er" as both the prefix and suffix change the meaning of the word |
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Syntax |
The order of words in a sentence |
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Semantics |
The meaning of words and relationship between the meaning of different words "happy, sad, glad" are all emotions |
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Pragmatics |
Aspect of language involving appropriate use; social contexts, sarcasm; interview vs. Casual conversations, taking turns speaking, interpreting questions as directions |
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Are infants born with selective bias towards sounds of language? |
Yes, infants born with selective bias for human speech |
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Auditory process of speech |
Auditory system processes speech differently from other sounds because of the change in air pressure |
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Can infants discriminate speech sounds across different languages? |
Yes, infants discriminate all speech sounds across different languages at approximately 4 months old |
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Is language in general experience expectant? |
Yes, language in general is experience expectant |
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When does the ability to discriminate speech sounds go away? |
The ability to discriminate speech sounds go away at apx. 6 months old |
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Categorical perception |
Infants ability to perceive some consonants categorically; this is the continuum that differentiates p from b sounds |
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Phoneme boundary effect |
Referred to the phenomenon in which the same acoustic difference, such as a 20 millisecond difference in voice onset time is perceptible if the two sounds of a phoneme are within a certain range like when ba turns to pa |
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VOT, voice onset time |
Engaging your vocal chords, what your auditory system is listening for to differentiate sounds |
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Results of VOT |
Less than 25 milliseconds is perceived as b in test, VOT of more than 40 msec. Perceived as p |
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High amplitude sucking technique |
Study measuring how often and how hard infants suck an object showing interest or disinterest in the object |
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Habitation/ Dishabituation |
This paradigm states infants lose interest in familiar sounds as they are repeated (habituation), babies will become re-interested when a new sound is introduced (dishabituation) |
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Phonology |
The sound of language |
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Phonology and development |
Age related anatomy allows for phonological development, in utero infants perceive sounds but it takes 12 months for them to start engaging vocal chords to speak using changes in the tongue, position of larynx |
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Stages of Pre-Speech vocal development (5) |
1. Reflexive crying and vegetative sounds: burping, breathing, sneezing - 0-8 weeks, airflow starts and stops, features used in later speech 2. Cooing and laughter: - 6-8 weeks, happy and content, elicited by social interaction, fiat laughter begins apx. 4 months 3. Vocal play: - 16-30 weeks, variety of consonants and vowels increases, infants more able to control production, combining of sounds, end of stage sounds called marginal babbling 4. Reduplicated/ Cannonical babbling - 6-9 months, quality of sounds change, 1st appearance of true syllables, first development distinguishing the vocal development of hearing and deaf children 5. Non-Reduplicated babbling - 12 months, non repetitive combinations, Prosody: melody in a language, tones, pace, infants sounds like they're speaking |
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Protowords |
Invented words, fairly context bound with broad meaning like "yum yum" |
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Free Morphemes |
Words that can stand alone and have meaning such as commands "run, table, happy" |
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Bound Morphemes |
These cannot stand alone and are attached to a free morpheme to have meaning like prefixes, suffixes and the plural 's' "un" "er" etc, |
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MLU, mean length of utterance |
This measures the average number of morphemes a child uses in a sentence |
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Order of appearance of morphemes in development |
Brown study: tracked appearance of 14 grammatical morphemes in Adam, Eve and Sarah, showed it takes children a long time to master, 14 are acquired in a similar order, acquisition is not an all-or-none phenomenon |
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Brown and other morpheme studies and rules |
Patterns of learning morphemes are suggestive of a rule, when children learn a rule they apply it even when it is incorrect to do so, "goed" "wented" |
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Over regularization error |
When children make an irregular part of language regular "goed" for past tense go etc, children typically start this at 20 months or 2 years old |
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How do we know whether children understand morphological rules or not? |
Wugs test: test to experiment the rule by showing child a picture of something they've never seen before and assigning it a name like "this is a wug" then show them a picture of two of them and ask "now there are two..." If they don't have morphological development they won't know what to call it, |
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Semantic development |
First words are typically prefixes between 10-15 months, avg. 12 months, may be hard to distinguish between protowords, these are often context bound and tied to a particular event; car example: child couldn't sleep and dad would look down street with kid and repeat "car" then child's dust word was car, only referring to context of looking out the window |
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Word Spurt |
At apx. 50 words, child's learning increases from 8-11 words per month to avg. 22-37, this growth is called the word spurt |
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Fast Mapping |
The ability to learn words without much input like hearing a word once and remembering it |
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Is word spurt present in all children? |
No, some children's learning is more general |
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What causes the spurt? |
Children figure out the principles of how the lexicon works, Naming insight: children realize that everything has a name |
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Over-extension |
Using a word more broadly than the meaning allows such as; calling all four legged animals "doggie" |
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Under-extension |
Using words too narrowly or not specific enough calling all dogs "Chihuahuas" |
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Theories of language development |
Nativist: theory that language is innate, evidenced by: Species specific Species uniform Develops in sequence Difficult to retard Anatomical structures Genetically based disabilities Social interactionist: language is learned, evidenced by: Child directed speech Prosodic (features that give children clues that help children learn like the tones and rhythm) Higher in average frequency More frequency contours Same characteristics found in other cultures |
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Parents teaching their kids something about language |
Secure attachment is NOT necessary for language development, but mal- treated children often show language delays |
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How long do eyewitness memories last? |
Accuracy declines as delays get longer / several weeks-2 years. |
