Test 3 Psy 250

Front 1

What is the Nature vs Nurtre Perspective (language)?

Back 1

Nature:
- are we born with the ability to learn language?
- Evidence for nature argumen:
* Species Specific: only humans have the highest ability to learn language.
* difficult to 'get wrong'
* Sequence: everyone learns language the same time and same way
*Anatomy: larynx- vocal tract
Inspired: Noam Chomsky's research

Nurture:
-do we rely on our enviorment to learn language?
- Importance of nurture:
* babies must hear speech to learn sounds and syllables.
* parents must speak correctly around kids
* intonation and stress

- focused on enviorment (learning language from hearing parents speak); and language being reinforced by parents.

Front 2

Noam Chomsky's (research) terms

Back 2

1. Universal Grammar:
-a system of common rules and properties for learning any of the world's languages.

2. Language Acquisition Device (LAD) :
- exposure to language will activate the LAD.
- the LAD sifts through language, applies the universal rules, and begins tailoring the system to the specifics of the language spoken in the young child's enviorment.

3.Computations:
- we can create an infinate number of sentences.

Front 3

Steven Pinker's (research) terms

Back 3

1. Memory:
- a lexicon of words to represent entities.

2. Combination Grammar:
-a recipe or rules for bringing words together in a way that gives them meaning.

Front 4

What are the stages of 'early experience' (with language)?

Back 4

- social deprivation
- second language learning
- brain damage in early life

Front 5

Describe the stages of early experience (language).

Back 5

- social deprivation:
* example 'Genie'
* when a child is deprived from social interaction with other people.

- Second Language Learning:
* learning a second language at an early age.
*children that learn a second language has better cognitive complexity.
* knowlege base build more efficiently

- Brain Damage in Early Life:
* children regain abilities better than adults.
* children with mild TBI:
- 3 to 7 yrs : has some memory problems
- 6 months afterwards:
no impairment on grammatical or lexical development.

Front 6

Describe the milestones of language in infancy?

Back 6

1. coo:
*repeating vowel sounds such as "oooohh" and "aaahh"
* 6-8 weeks
* babys usually coo when they are content or in response to a happy voice.
* baby's don't understand language at this age, just the melody of speech.

2. Babbling:
* 3-4 months
* repeating consonant-vowels combinations such as "baba" or "dadadada".
* babies repeat these sounds bc they sound good

3. Joint Attention:
* can be called social eye gaze- when two ppl looking at the same thing (pointing and naming someone or something, this helps the baby learn)
* 9-18 months

4. First Word (holophrase):
* an entire word conveys a an entire sentence worth of meaning. (ex: a baby's first word

5. Vocabulary Spurt:
* when the child knows 30-50 words (increase in word learning, high motivation)
* 18 months

6. Telegraphic Speech-
* early combination of two, three, or more words. (they are not just random words)

Front 7

What are the milestones of language in infancy? (short list)

Back 7

- coo
-babbling
-joint attention
-first word
-vocabulary spurt
- telegraphic speech

Front 8

self concept

Back 8

your perceptions, positive or negative, or your unique attributes and traits as a person. (what we think about ourselves)

Front 9

Erikson's: Forging a sense of Identity

Back 9

- he discussed this as the major challenge of adolescence.
-

Front 10

Marcia's theory/designations/features
(career wise/future)

Back 10

- Diffusion:
no crisis, no committment (disengagement)

-Moratorium:
crisis, no committment (obedient to authority)

-Foreclosure:
no crisis, committment (obedience to authority)

-Acheivement:
crisis completed, committment (higher concept attainment, realism, persistence)

Front 11

Possible Selves

Back 11

- Ideal:
what you would like to be or do

-Actual:
who you are at the moment

-Ought:
what you should be or do

Front 12

Ethnic Identity

Back 12

a sense of personal indentification with an ehtnic group and its values and cultural traditions.
- positive links btw ethnic ID and well being
- Kiang did a study on 9th graders from Chineese and Mexican backgrounds, they kept a diary and were documented.

Front 13

Self- complexity

Back 13

- important aspect of self-development
-defined by more than one thing
-

Front 14

Being realistic about the self

Back 14

- important part of self-development
- false hope syndrome:
its very difficult to change dramaticall (Ex: smoking drinking, gambling, dieting)

Front 15

Suitable Mentors

Back 15

-Reasearch was done by 'Lockwood':

*done with college students
*told stories about impossible acheivers vs. relatable acheivers
* self- rating on different objectives
* explanations for their reasoning
* relatable acheivers: inspiring
* impossible achievers : lack of connection, dignation (belittling comment, defensiveness)
* effects occurr only in domain: relevant situation

Front 16

Influences on Identity Formation

Back 16

- cognitive growth: formal operations

- Relationship with parents : questioning but supportive

- Experience Outside the home:
being at college: friends that challenge you

- Broader Cultural Context :
more to life than what you have know

Front 17

Mildstones of the self in childhood

Back 17

- At first :
concrete descriptions based on physical appearances or preferences

-Social identities and social comparisons

-Self-esteem (susan Harter):
judgement of your own worth as a person

Front 18

Self- esteem

Back 18

your overall evaluation of your worth as a person, high or low, based on all the positive and negative self- perception that make up your self-concept.

Front 19

Debate about self-esteem and its importance (research)

Back 19

-'Baurmister':
he believed that ppl need to look more into developing self-esteem and that it may not be all its cracked up to be.
- The Truth about self-esteem:
* good school performance = high self-esteem
* good job performance= high self-esteem
- High self-esteem:
* associated with enhanced intitiative (persistence) and pleasant feelings (happiness)
* can mitigate the effects of stress
* leadership

- if your self-esteem is too high it could be delusional or psychological.

- Low self-esteem:
* leads to depression
* deliquent behavior
* as likeable with high self-esteem as successful as those with high self-esteem (?)

overall message:
- its not good to have self-esteem thats too high
- unconditional positive reguard may not be the way to go
- use self-esteem as a reward and not an entitlement
- promote self-efficacy( percieved capability; not the same as self-worth)

Front 20

The curse of the self

Back 20

- Mark R. Leary
- ex: do you analyze yourself too much?, do you have test anxiety?,do you get down on yourself easily?

Front 21

Quieting the Self

Back 21

- don't believe everything that you think
- don't think negatively about yourself

Front 22

Self- comparison

Back 22

- Self- comparison:
* don't compare yourself to others and don't down yourself too much
- don't let negative thoughts overpower you

Front 23

Importance of Attachment Relationship

Back 23

- emotional (pleasure, self- regulation)

- Social :
(communication with others)

- Physical/ physiological:
(basic needs, hugging, kissing, touching)

- cognitive (learning, representation)