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63 Cards in this Set
- Front
- Back
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general description of language |
ability to convey an infinite number of novel concepts |
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4 components of language |
phonology, semantics, grammar, pragmatics |
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phonological development |
learning about the sound system of a languages (phonemes) |
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semantic development |
learning about expressing meaning (morphemes) |
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syntactic development (grammar) |
learning the rules for combining soundséwords (syntax, grammar) |
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pragmatic development |
learning how language is used (metalinguistic knowledge) |
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language ____ precedes _____ |
comprehension, production |
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4.5 months |
recognize own name |
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6 months |
when hear mommy or daddy look at right person |
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12-14 months |
listen longer to sentences with normal word order than scrambled order |
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13-15 months |
appreciate that word combos carry meaning beyond the individual words |
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language development, cooing stage, 6-8 weeks |
produce simple speech sounds, and vocal gymnastics improved motor control of vocalizations imitate sounds of their parents, high pitched for mom and lower for dad will imitate speech sounds they hear from a tape |
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babbling stage, 6-10 months |
prodice vocal consonant syllables in rpetition babble only a limited set of sounds, some not in their native language gradually it takes on the sounds, rhythms and intonation patterns of the language they hear around them adults can pick out the babbling of an infant from their own language from infants in other languages deaf infants exposed to sign language manually babble |
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holophrastic period, 10-15 months |
one-word utterances that express a whole phrase first words include mostly nouns, frequent events or routines, some modifiers overextentions sometimes occur, ex. dog for all animals, probably due to their limited vocabulary rather than a lack of knowledge |
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telegraphic speech end of 2nd year~ 24 months |
begin to combine words in simple sentences often 2 word utterances gradually child begins to add first person pronouns, ver endings, plurals then functions words (if the a...) practice on their own "crib talk" evidence for internalized grammatical rules: - consistent word order, never "cookie eat" - overregularizstion errors (goed, foots, mans) - application of rules to novel words (the wug test) |
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The Wug test |
shows that children can apply the rules of their language even to nonsense words |
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recovering facts vs recovering words |
facts = slow and hard words - fast and effortless |
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the word segmentation problem |
pauses marking word boundaries, infants pick up on statistical regularities (eg. co-occurences) |
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the quinean reference problem |
does it refer to something, if so, what does it refer to? |
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behaviourist/ associative learning account |
parents label objects for the child child begins to associaate the word it hears with the object it sees at the time the word is uttered parent's give positive or negative reinforcement or feedback |
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arguments against behaviourist/ associative accounts |
30% of the time a word is uttered the object it refers to isn't present when parents do label things it is mostly nouns they have to learn abstract terms and non nouns with no word world mapping parents rarely give feedback, and its often ineffective children learn language in cultures where parents don't speak to them |
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solving the reference problem |
whole object bias basic level bia shape and function biases linguistic context (grammatical structure of sentence) mutual exclusive bias theory of mind and pragmatics |
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whole object bias |
when a child learns a new word they must decide whether the word refers to the whole object, part of it, its substance, colour, texture etc because of this bias children often assume you are talking about the whole object |
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basic level bias |
they learn basic level (eg. dog) before subordinate (poodle, hound...) or superordinate (pet, mammal, animal) bias towards the simple |
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shape bias |
tendency of infants to generalize info about an object from its shape rather than its colour, material, or texture when learning nouns |
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functional bias |
shape is a good cue for function, when shape and function are pitted against each other function usually wins out ex. different shaped chairs, still chairs |
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linguistic context |
the meaning changes depending on the context |
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syntactic bootstrapping |
a theory that proposes that verbs, presented in their syntactic frames, provide a source of information about their meaning "blank is hugging bob" know that blank is doing the hugging, not bob |
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mutual exclusive bias, lexical contrast |
the assumption that only one label can be applied to each object in early word learning, |
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theory of mind and pragmatics |
joint attention - eye gaze and intention reading selctive social learning - eg, deciding who is most knowledgeable source tomasello's bucket study an intention reading explanation of mutual exclusivity |
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other cues that can help children learn language |
scaffolding, prosody, infant directed speech (IDS) |
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scaffolding |
conversation and narrative schemes providing contectual supports for meaning through the use of simpified language, teacher modeling, visuals and graphics, cooperative learning and hands on learning |
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prosody |
the characteristic rhythm, tempo, cadence, melody, intonation pattern, stress, etc with which language is spoken |
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infant directed speech ids |
characteristics: emotional tone, slow and clear, exaggerated speech, exaggerated facial expressions infants like ids better than regular speech infants learn more words in ids ids is not universal but very common |
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theories of social development |
learning theories (behaviorist learning theories, social LT), social cognition theories, ecological and evolutionary theories (ethology/ evolutionary psych theories, bioecological theories) |
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behaviorist LT |
emphasize the role of external factors in shaping personality and social behavior - reinforcement/ punishment (operant conditioning) - associations (classical conditioning) |
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what type of reinforcement is harder to extinguish? |
intermittently reinforced behavior |
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tools parents can use to alter behavior include (behavioural LT) |
systematic desensitization - based on associations behavioural modification - based on reward/ punishment |
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social LT |
emphasizes observation and imitation rather than purely reinforcement preschoolers can aquire behaviours through observing others learning can be influenced by vicarious reinforcement, ie whether the person whose actions they obsered was rewarded or punished social learning can be selective, who is the best person to learn from etc |
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bandura bobo doll experient |
aggressive modeling, children who watch adult abuse a doll are more likely to do the same as well as more likely to be attracted to guns even if not modelled |
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theories of social cognition |
emphasizes how children think about their own and others thoughts, feelings, motives, intentions, expectations, and behaviours focus on internal/cognitive factors more than external factors ex. dodge info-processing theory - emphasizes cognitive processes (such as interpretation) ex. hostile attribution bias, self-fulfilling prophecies |
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Dweck's theory of self-attributions and achievement motivation |
emphasizes the role of self attributions entity/ helpless/ fixed orientation attribute incremental/ mastery/ growth orientation attribute |
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entity/ helpless/ fixed orientation attribute |
children with an entity/ helpless/ fixed orientation attribute success/ failure to enduring aspects of the self and tend to give up in the face of failure - helpless children tend to base their self worth on approval from others- to be assured of praise, they avoid situations in which they are likely to not be successful |
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incremental/ mastery/ growth orientation |
children with an incremental/ mastery/ growth orientation attribute success/ failure to the amount of effort expended and persist in the face of failure |
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how can parents help |
praising kids for working hard = supports incremental orientation avoid only praising enduring traits = leads to entitiy view |
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ethological and evolutionary models |
just as evolution influenced our physical traits it no doubt influenced our behavioural traits certain genes predispose individuals to behave in a way that increases surival, mating and reproduction, these genes are passed on focus on the adaptive or survival vale of behavior and their evolutionary and biological origins |
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evolutionary psych, parental investment theory |
stresses the evolutionary basis of many aspects of parental behaviour, including the extensive investment parents make in their offspring parents genes are perpetuated only if their offspring reproduce a dark side: the rate of murders committed by stepfathers against children residing with them is hundreds of times higher than the rate for fathers and their biological children |
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the bioecological model |
urie Brofenbrenner presents the child's envirmonment as a series of nested levels, with every level having an impact on development |
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the bioecological model nested levels |
microsystem: the immediate, bi-directional environment that a person experiences mesosystem: encompasses the connections among various microsystems exosystem: the larger cultural context withing which the other systems are embedded chronosystem: consists of historical changes that influence the other systems |
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gender similarities hypothesis |
most average gender differencs in cognitive abilities are in the small range similarities far outweigh differences on most attributes |
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documented psychological differences between genders |
verbal: girls earlier, maintain adv visual/ spatial: males slightly better mathematical: adolescence on, males sml adv aggression: from early life, males more aggressive activity level: boys more physically active fearm timidity, risk taking: boys less fearful, more risk taking, emotional expressivity: females more compliance: females more developmental vulnerability: boys more |
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gender and behaviourist LT |
emphasis on nurture/ learning emphasis on reinforcement - eg. parents or peers reward 'gender-appropriate' behaviours - reward need not be physical eg. social attention classical and operant conditioning |
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gender and social LT |
children learn about gender through observations of others (parents, peers, media) and direct teaching observational learning - observing their own gender ~because of gender segregation, they witness same sex activities more ~children see and experience the roles of men and woman in society, resulting in gender-typed activities ~attend more to, and remember better, info about same sex activities/toys |
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direct teaching |
parents do: buy gender appropriate toys, are supportive of sex appropriate play, talk differently to children parents dont: |
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gender schema theory (social cognition) |
children develop gender schemas: mental representations incorporating everything they know (or believe) about gender schemas lead to a confirmation bias (a bias to attend to or remember info that fits with or confirms that schema and distort or forget disconfirming info) gender self-socialization - the child determines what other info they learn about gender, perpetuating cycle self-fulfilling prophecies - stereotype threat |
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gender and ecological models |
bioecological model: children learn and are influenced by gender at every level (all systems) ex. room they love, occupations/ genders of neighbors, media, belief systems of the culture, time period |
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gender and evolutionary models |
gender behav are genetically based to influence survival and mating ex. physical activity, aggression in males due to 'hunter' characteristics, need to compete for mates ex. nurturance and emotional characteristic in females, playing with dolls is the caregiver in females |
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gender and evolutionary models: Parental investment theory |
differences in relationships and roles fue to different investment needs of males vs. females in offspring ex. males can have large number of offspring, females limited number and larger time commitment ex. males emphasize attractiveness of mates, females emphasize stability/ resources |
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biological explanation |
female rats and rhesus macaques treated with testosterone showed increase activity level, rough and tumble play, and aggression sensitive periods are different for different sex-type behaviour ~8 weeks gestation - 6 months of age gender is a continuous variable (biologically) |
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hormones during pregnancy |
in humans, when androgen is reduced... prefrence for mor feminine clothing, less tomboyish behaviour, score lower on spaital ability when androgen is increased... males: enter puberty earlier females: ambiguous genitatlia, more "masculine" physical traits, gender identity issues, more time with male toys a playmates, better spatial skills |
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integrating theories |
hormones and biological differences influence gender identity and play styles play styles being more compatible leads to gender segregation gender segragation leads to greater opportunities to learn about gender typed behaviour and form gender schemas others beliefs get incorporated ex. peers, adults, media all are influenced by cultural beliefs, time period, etc. |
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brain structure and functioning |
male and female brains show some small differences in physical structure - the corpus callosum, the nerve bundle connecting the hemispheres, tends to be large and more dense in woman than in men - whe engaged in cognitive tasks, make brains tend to show more unilateral activation whereas female brains show more bilateral activation |
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done |
done |
