Hdfs 361 Exam 2

Front 1

What are some of the Language Preferences of Newborns?

Back 1

• Mother’s voice
• Native language
• Familiar story or poem
• By 5 to 6 months they prefer stories read with pauses in the correct places
• By 9 months they prefer language with natural pattern of stressed syllables

Front 2

• Newborn communication consists only of ......

Back 2

crying, stiffening, and turning the face away

Front 3

In terms of non-verbal communication, what happens at 3mo? at 10 mo?

Back 3

• By 3 months can smile and gaze to communicate willingness to engage
• 3-4 months will respond differently to facial expression
• 10-12 months will begin to use other’s facial expressions to modify their behavior

Front 4

When does gestural communication first appear?

Back 4

around one year

Front 5

what are the 3 functions of gestural communication?

Back 5

o Communicate the infants intent (ex. pointing & reaching)
o Help establish joint attention (the focusing of gaze by two people on the same object or event)
o Stand for an object, request, or attribute (e.g. shrugging shoulders)

Front 6

What is joint attention?

Back 6

form of gestural communication that involves the focusing of gaze by two people on the same object or event

Front 7

Distinguish between the following terms
Cooing
Pragmatics
Babbling
Reduplicated babbling
Protoword
Jargoning
Holophrases
Telegraphic speech

Back 7

CP BR PJ HT

Cooing - open vowel sounds then raspy consonants, appears 1-2 mo

pragmatics = how language is used is social situations, ex. turn taking, 3 mo

babbling = combine consonants and vowels, ex. da, 6 mo.

reduplicated babling= long chains of vowel/consonant syllables (bababa), 6 mo

protoword = aren’t actually words because there is no meaning attached to them (e.g. dada), 6 mo

jargoning = Babbling takes on intonation and stress of actual words in language they are practicing, first words soon follow, 12 mo.

holophrases = Single words that are interpreted by adults to be expressing complex thought (“Milk”)

telegraphic speech = (2 and 3 word utterances that convey a meaning) Mommy no, me milk

Front 8

What are the terms most commonly associated with verbal communication, in order of appearance?

Back 8

CP BR PJ HT

Cooing
Pragmatics
Babbling
Reduplicated babbling
Protoword
Jargoning
Holophrases
Telegraphic speech

Front 9

open vowel sounds then raspy consonants, appears 1-2 mo

Back 9

Cooing

Front 10

how language is used is social situations, ex. turn taking, 3 mo

Back 10

pragmatics

Front 11

combine consonants and vowels, ex. da, 6 mo.

Back 11

babbling

Front 12

long chains of vowel/consonant syllables (bababa), 6 mo

Back 12

reduplicated babling

Front 13

____ is related to the language environment and is correlated with later word development

Back 13

babbling

Front 14

aren’t actually words because there is no meaning attached to them (e.g. dada), 6 mo

Back 14

protoword

Front 15

Babbling takes on intonation and stress of actual words in language they are practicing, first words soon follow, 12 mo.

Back 15

jargoning

Front 16

Single words that are interpreted by adults to be expressing complex thought (“Milk”)

Back 16

holophrases

Front 17

(2 and 3 word utterances that convey a meaning) Mommy no, me milk

Back 17

telegraphic speech

Front 18

• Huge range in the growth of vocabulary
o 12 months-median 6 words (0-52)
o 20 months - median 170 words (3-544)
Does size of vocab vary cross-culturally?

Back 18

yes

Front 19

refers to the unique way that adults talk to babies

Back 19

Child Directed Speech (CDS), previously called Motherese

Front 20

discuss the prevalence of CDS.

Back 20

o Can be found in many different languages
o However, the features that distinguish it from adult language may be different
o Deaf parents using ASL with their infants use CDS

Front 21

• The ability to match specific familiar sound sequences to specific meanings

Back 21

Word comprehension

Front 22

What are the 2 approaches to word learning?

Back 22

1. Referential – people, animals, places, things
 These words usually stand alone
 Make up most of a child’s first 50 words
2. Expressive – whole phrases heard repeatedly
 Just a minute, see you later, mama hold you

Front 23

Is there a long term effect noted for varying early styles of word learning?

Back 23

no

Front 24

Word learning Style may depend on...

Back 24

language, parents’ approach (labeling, reinforcement, etc.)

Front 25

If a child were to use doggie” for horse it is said that they have ...... the word

Back 25

Overextended =When a child uses a word more broadly than is customary

Front 26

A child tries to tell you that sneakers are shoes, but sandals are not. The child has ...... the word.

Back 26

underextended = child uses word too narrowly

Front 27

• We do not learn language in a social vacuum; most children are bathed in language from a very early age.
What theory of language acquisition would say this?

Back 27

Learning theory- Skinner

Front 28

What are the 2 Theories of Language Acquisition?

Back 28

Learning theory- Skinner
Nativist theory- Chomsky

Front 29

• We need this exposure to language to acquire competent language skills.
What theory of language acquisition would say this?

Back 29

Learning theory-Skinner

Front 30

• One study showed that mothers who used a higher level of language when interacting with infants had infants with markedly higher vocabularies. What theory of language acquisition would explain this?

Back 30

Learning theory-skinner

Front 31

One of the major criticisms of the learning theory of language acquisition comes from most language experts today, who believe children from a variety of cultures acquire their native language..

Back 31

without explicit teaching (we do not always correct children, etc.)

Front 32

Humans are biologically prewired to learn language at a certain time, in a certain way
What theory of language acquisition would say this?

Back 32

Nativist theory- Chomsky

Front 33

• Children are born with a language acquisition device (LAD)—a biological endowment that enables them to detect certain language categories, such as phonology, syntax, and semantics.
What theory of language acquisition would say this?

Back 33

Nativist theory- Chomsky

Front 34

• The strongest evidence for the biological basis of language is that children all over the world reach language milestones at about the same time developmentally, and in about the same order. This • Occurs despite vast variation in the language input they receive (in some cultures, adults do not talk to children under 1 year).
What theory of language acquisition would say this?

Back 34

Nativist theory- Chomsky

Front 35

The strongest evidence for the biological basis of language is that ......

Back 35

children all over the world reach language milestones at about the same time developmentally, and in about the same order. This • Occurs despite vast variation in the language input they receive (in some cultures, adults do not talk to children under 1 year).

Front 36

a biological endowment that enables children to detect certain language categories, such as phonology, syntax, and semantics.

Back 36

language acquisition device (LAD)

Front 37

Rephrasing something the child has said in a different way, perhaps turning it into a question

Back 37

Recasting

Front 38

Restating, in a linguistically sophisticated form, what a child has said.

Back 38

Expanding

Front 39

What is the diff between recasting and expanding?

Back 39

Recasting - Rephrasing something the child has said in a different way, perhaps turning it into a question.

Expanding - Restating, in a linguistically sophisticated form, what a child has said.

Front 40

• If a child shows interest in something, what 3 things improve communication and help language acquisition?

Back 40

Commenting, demonstrating, and explaining

Front 41

Do/Should parents deliberately teach their children to talk?

Back 41

Parents do not (and should not) deliberately teach their children to talk.
These strategies are used naturally and in meaningful conversations.

Front 42

Ability to recover from adverse effects, to persevere despite risk factors

Back 42

Resilience

Front 43

Environmental and personal factors that are source of resiliency

Back 43

Protective factors

Front 44

______ may predispose one to developmental problems and environment may trigger expression of problems via ______

Back 44

Genotype may predispose one to developmental problems and environment may trigger expression of problems (phenotype)

Front 45

Idea that early experiences shape later development

Back 45

Primacy

Front 46

Characteristics of child and environment interact over time to shape development

Back 46

Transactional model

Front 47

Short term, initial feelings parent has for child

Back 47

Bonding

Front 48

The lasting emotional bond between a baby and the caregiver

Back 48

attachment

Front 49

Distinguish between bonding and attachment.

Back 49

Bonding - Short term, initial feelings parent has for child

Attachment- The lasting emotional bond between a baby and the caregiver

Front 50

What are the three Theories of Attachment Development?

Back 50

• Learning Theory (Feeder responsible for drive reduction)

• Psychoanalytic (Same drive reduction, but effects of early relationship with mom thought to last lifetime)

• Ethological Theory (Genetic. equipped to proximity seek)

Front 51

Feeder responsible for drive reduction
This is associated with which theory of attachment development?

Back 51

• Learning Theory

Front 52

Same drive reduction, but effects of early relationship with mom thought to last lifetime
This is associated with which theory of attachment development?

Back 52

psychoanalytic

Front 53

Genetic. equipped to proximity seek
This is associated with which theory of attachment development?

Back 53

• Ethological Theory

Front 54

What disproves drive reduction theories?

Back 54

 Harlow’s monkey

Front 55

the child’s cognitive construction (schema) of care-giver and self based on past experiences

Back 55

Internal working model

Front 56

Serves as basis for all future relationships

Back 56

internal working model

Front 57

What are the 3 attachment classifications?

Back 57

Secure, Insecure/Avoidant, Insecure/Ambivalent, Disorganized/Disoriented

Front 58

The following features are characteristic of children who are securely attached:

Back 58

• The child separates from mother and plays
• Checks in periodically with the “secure base”
• Moderately distressed when mom leaves.
• Greets her warmly when returns and accepts comfort if upset.

Front 59

The child separates from mother and plays
This is characteristic of which attachment style?

Back 59

secure

Front 60

• Checks in periodically with the “secure base”
This is characteristic of which attachment style?

Back 60

secure

Front 61

• Moderately distressed when mom leaves.
This is characteristic of which attachment style?

Back 61

secure

Front 62

Child Greets mom warmly when returns and accepts comfort if upset.
This is characteristic of which attachment style?

Back 62

secure

Front 63

What percent of children in U.S. are securely attached?

Back 63

• 65-70%

Front 64

Securely attached children tend to have parents who...

Back 64

 Pay attention to and accurately interpret baby’s signals
 Give appropriate feedback
 Respond quickly enough that child feels like their signals caused the response.

Front 65

• Baby separates readily from mom to play.
This is characteristic of which attachment style?

Back 65

Insecure/Avoidant Attachment

Front 66

• When mom leaves, shows no concern.
This is characteristic of which attachment style?

Back 66

Insecure/Avoidant Attachment

Front 67

• When she returns the baby ignores or avoids her, if distressed, no comfort is sought.
This is characteristic of which attachment style?

Back 67

Insecure/Avoidant Attachment

Front 68

What percentage of American babies are avoidant.

Back 68

20%

Front 69

What percentage of American babies fall into each of the attachment categories.

Back 69

secure: 65-70
avoidant: 20
ambivalent: 12-14%
disorganized/disoriented:Occurs much less than other three types

Front 70

Avoidant babies have mothers who are chronically...

Back 70

unresponsive (ignores cries) or intrusive (shove bottle in mouth even though infant is signaling she is not hungry).

Front 71

What are some Long-term effects associated with avoidant attachment?

Back 71

 Significant behavior problems
 Longitudinal studies show children to be disobedient, aggressive and/or socially withdrawn, unpopular with peers, impulsive and lacking self-control, motivation and persistence in learning.
 These children also may exhibit unusual behaviors such as tics, self-stimulation, or self abuse.
 These children tend to lack empathy towards others; when a peer is distressed they may inflict hurt instead of offering sympathy

Front 72

Children who are attached in this manner tend to have significant behavior problems.

Back 72

insecure-avoidant

Front 73

 Longitudinal studies show children to be disobedient, aggressive and/or socially withdrawn, unpopular with peers, impulsive and lacking self-control, motivation and persistence in learning.

Back 73

Avoidant

Front 74

 These children also may exhibit unusual behaviors such as tics, self-stimulation, or self abuse.

Back 74

Avoidant

Front 75

 These children tend to lack empathy towards others; when a peer is distressed they may inflict hurt instead of offering sympathy.

Back 75

Avoidant

Front 76

• Baby stays close to mom, doesn’t explore or play with toys.
This is characteristic of which attachment style?

Back 76

Insecure/Ambivalent (Resistant) Attachment

Front 77

• When mom leaves, baby is greatly distressed
This is characteristic of which attachment style?

Back 77

Insecure/Ambivalent (Resistant) Attachment

Front 78

• When she returns the baby seeks her, but then resists or rejects her comfort
This is characteristic of which attachment style?

Back 78

Insecure/Ambivalent (Resistant) Attachment

Front 79

What are the long term effects of Insecure/Ambivalent (Resistant) Attachment?

Back 79

 Tend to be overly dependent on teachers for help and attention
 Lack confidence and self-esteem, form friendships less easily, become easily frustrated in interactions with others, and be socially withdrawn from peers.
 These behavior patterns render the child vulnerable to becoming a victim of peers.

Front 80

 Tend to be overly dependent on teachers for help and attention

Back 80

Insecure/Ambivalent (Resistant) Attachment

Front 81

 Lack confidence and self-esteem, form friendships less easily, become easily frustrated in interactions with others, and be socially withdrawn from peers

Back 81

Insecure/Ambivalent (Resistant) Attachment

Front 82

behavior patterns associated with this attachment style render the child vulnerable to becoming a victim of peers.

Back 82

Insecure/Ambivalent (Resistant) Attachment

Front 83

What % of American infants exhibit Insecure/Ambivalent (Resistant) Attachment?

Back 83

12-14% of babies are Ambivalent

Front 84

*Avoidant babies tend to have moms that are ___ and ___, while ambivalent babies tend to have moms that are ___ and ___.

Back 84

Avoidant = parents are unresponsive,intrusive
Ambivalent = inconsistent, unpredictable

Front 85

• Display contradictory behavior, may smile and then abruptly turn away.

Back 85

Disorganized/Disoriented Attachment

Front 86

• Typically abused, neglected, neurological problems, or parents have some difficulty such as alcoholism.

Back 86

Disorganized/Disoriented Attachment

Front 87

Are there lasting Effects of Attachment?

Back 87

• Some contradictory research findings
• Attachment classifications tend to remain stable unless environment changes
• The older the child becomes the weaker the association between attachment and desirable behavior (perhaps because of the increasing influence of other factors such as peers)

Front 88

Distinguish between attachment and temperment.

Back 88

attachment = lasting emotional bond between baby and caregiver, can be classified as: Secure, Insecure/Avoidant, Insecure/Ambivalent, Disorganized/Disoriented
temperment = Infants can be categorized as easy, difficult, or slow to warm-up

Front 89

How does infant Temperament Impact Attachment?

Back 89

• Parents’ ability to react to specific temperament qualities affect interactions and thus attachment
For instance, • A difficult tempered baby may cause parents to loose confidence in themselves as parents and respond inconsistently

Front 90

Does temperament cause an infant to adopt a particular attachment style?

Back 90

No-Temperament is important, but doesn’t directly cause a particular attachment style. “Goodness of fit” models are the best.

Front 91

Attachment is a function of complex interactions between...

Back 91

o Characteristics of parent
o Characteristics of child
o Characteristics of family (# of children, role of father in childcare, economic resources, etc.)
o Social supports beyond immediate family (medial resources, extended family, etc.)

Front 92

slower than avg rate of growth due to caregiving (neglect) and feeding problems (like diluting formula) rather than disease or genetics

Back 92

failure to thrive

Front 93

In terms of weight gain, babies: Usually double birth weight by ______ and
Usually triple birth weight by ______.
• Then, weight gain _____ _____.

Back 93

Usually double birth weight by 4 mo
Usually triple birth weight by one yr
Then slows down considerably

Front 94

rate of weight gain depends upon what 2 factors?

Back 94

prenatal conditions and genetics

Front 95

Research shows girls’ bone growth is about ______________________________ of boys at birth, by age 6 the gap is about ___________________ (that’s why girls are taller, boys catch up and surpass at puberty)

Back 95

Research shows girls’ bone growth is about 4 wks ahead of boys at birth, by age 6 the gap is about a year (that’s why girls are taller, boys catch up and surpass at puberty)

Front 96

What is true about the feeding patterns of toddlers?

Back 96

Rate of growth slows down: so toddlers may eat less
• Since they are eating less, what they eat is important
• Open snack time provides sense of autonomy and allows toddlers to recognize hunger cues

Front 97

What is the best way to encourage good feeding habits in toddlers?

Back 97

• Gimmicks: do not work in long run

• The best way to encourage good eating habits is by example and by offering a variety of foods (breastfeeding may also help).

Front 98

In terms of motor ability, what two factors affect when milestones are reached?

Back 98

maturation and experience affect when milestones are reached

Front 99

Do motor milestones stay constant or are they different in different cultures and time periods?

Back 99

Milestones reached earlier or later in different cultures (ex. Infant massage in India) or during different time periods (1930’s infants rolled earlier, slept on tummy)

Front 100

indicate the time during which each of these motor abilities develop and place them in ascending order:
Reach
Successfully grasp
Pincer grasp
Roll over –
Sit alone –
Creep –
Walk alone

Back 100

RR SS CP W
Reach - 2.5 mo.
Roll over – 3 mo
Successfully grasp – 4.5 mo.
Sit alone – 5.5 mo
Creep – 7-8 mo
Pincer grasp - 9 mo.
Walk alone – 11-13 mo

Front 101

What are the risk factors for SIDS?

Back 101

B. POSER

BORN PREMATURE

PREGNANT TEEN WAS YOUR MOM
ONE YR – YOU WERE BORN ONE YEAR FROM BRO OR SIS
SIBLING DIED OF SIDS
EXPOSED TO SMOKE, HEROIN, OR COCAINE
RESPIRATORY OR GI INFECTION IS INVOLVED

Front 102

Describe the cause of shaken baby syndrome.

Back 102

Vigorously shaking an infant, causing brain damage, paralysis, seizures, hearing loss, blindness, speech and learning problems, even death.

Front 103

How is shaken baby syndrome diagnosed?

Back 103

Diagnosed by: Unconsciousness, periods of staring, bleeding around the eyes, increased head size (suggesting bleeding around the brain), broken bones or spine damage.

Front 104

Who is most frequently responsible for Shaken baby syndrome?

Back 104

70% are men – dad or mom’s boyfriend. If a woman, generally a caregiver rather than the mother.

Front 105

How can Shaken baby syndrome be prevented?

Back 105

educate parents/caregivers of the danger.

teach parents how to deal with crying and help them with their own “out of control” feelings

be a source of help for stressed out parents

Front 106

Distinguish between perception and cognition.

Back 106

Perception - descriptions of the world that the infant’s brain presents or allows

• Cognition – involves thinking or reasoning of one kind or another, enables the infant to adapt to the world and to solve problems.

Front 107

descriptions of the world that the infant’s brain presents or allows

Back 107

perception

Front 108

involves thinking or reasoning of one kind or another, enables the infant to adapt to the world and to solve problems.

Back 108

cognition

Front 109

Gibson & Walk, 1960, Visual Cliff. What did they conclude from this experiment?

Back 109

Depth perception is inate.

Front 110

Later depth perception studies on 2 mo. olds showed that children can detect the difference, but aren’t fearful until around 9 months (WHY THEN?)

Back 110

9 months is when they start to crawl and move around

Front 111

Depth perception may be due in part to the use of optical cues, but fear...

Back 111

Depth perception may be due in part to the use of optical cues, but Fear is definitely learned from crawling experience.

Front 112

According to Piaget, the
1st stage of development is the ________stage. How long does this last? Birth -24 months

Back 112

According to Piaget, the
1st stage of development is the Sensorimotor stage. Lasts Birth -24 months

Front 113

There are 6 Substages of Sensorimotor stage. What are they?

Back 113

1) Reflexes (birth – 1 month)
• involuntary rooting, sucking, grasping, etc.

2) Primary circular reactions (1 – 4 mo)
• repetition (circular) of pleasurable event, involving the self (primary) that initially happened by chance.
• Ex. Sticking out tongue

3) Secondary circular reaction (4 – 8 mo)
• Infant acts on object (secondary to self) and repeats action when result is pleasureable (circular)
• Ex. Shaking a rattle

4) Coordination of secondary circular reactions (8-12 mo)
• intentionality is apparent
• Ex. Riley likes to bang on his keyboard (secondary circular reaction), he also likes to flip the on switch so his keyboard makes noise (secondary circular reaction), around this age he began during his keyboard on so it would make noise before he banged on the keys

5) Tertiary circular reactions (12-18 mo)
• can vary actions of previous stage systematically and flexibly (experiments)
• Ex. Daniel pokes at his clay using varying degrees of force to see how the shape of the clay is affected

6) Representation (18-24 mo)
• prior stages deal with here and now.(This stage doesn’t).
• Can now think about concrete events without acting them out and base actions on: internal mental images and symbols.

Front 114

involuntary rooting, sucking, grasping, etc. occurs during this stage.

Back 114

Reflexes (birth – 1 month)

Front 115

• repetition (circular) of pleasurable event, involving the self (primary) that initially happened by chance
occurs during this stage.

Back 115

Primary circular reactions (1 – 4 mo)

Front 116

Infant acts on object (secondary to self) and repeats action when result is pleasureable (circular)
occurs during this stage.

Back 116

Secondary circular reaction (4 – 8 mo)

Front 117

Ex. Shaking a rattle
This behavior is associated with which substage of the sensorimotor stage?

Back 117

Secondary circular reaction (4 – 8 mo)

Front 118

Ex. Sticking out tongue

This behavior is associated with which substage of the sensorimotor stage?

Back 118

Primary circular reactions (1 – 4 mo)

Front 119

Ex. Riley likes to bang on his keyboard (secondary circular reaction), he also likes to flip the on switch so his keyboard makes noise (secondary circular reaction), around this age he began during his keyboard on so it would make noise before he banged on the keys

This behavior is associated with which substage of the sensorimotor stage?

Back 119

Coordination of secondary circular reactions (8-12 mo)

Front 120

• Ex. Daniel pokes at his clay using varying degrees of force to see how the shape of the clay is affected
This behavior is associated with which substage of the sensorimotor stage?

Back 120

Tertiary circular reactions (12-18 mo)

Front 121

repetition (circular) of pleasurable event, involving the self (primary) that initially happened by chance
occurs during this stage

Back 121

Primary circular reactions (1 – 4 mo)

Front 122

Infant acts on object (secondary to self) and repeats action when result is pleasureable (circular)
occurs during this stage

Back 122

Secondary circular reaction (4 – 8 mo)

Front 123

intentionality is apparent during this stage.

Back 123

Coordination of secondary circular reactions (8-12 mo)

Front 124

can vary actions of previous stage systematically and flexibly (experiments)
this is called..

Back 124

Tertiary circular reactions (12-18 mo)

Front 125

Stages prior to this one deal with here and now.(This stage doesn’t).
• In this stage, you Can now think about concrete events without acting them out and base actions on: internal mental images and symbols.

Back 125

Representation (18-24 mo)

Front 126

infants’ understanding that objects and events continue to exist, even when they cannot directly be seen, heard, or touched.

Back 126

Object Permanence

Front 127

Track moving objects, quit when hidden happens from

Back 127

birth-1 mo

Front 128

Continue to stare briefly where object was
happens from

Back 128

1 to 4 mo

Front 129

Search for partially (not fully) hidden object
happens from

Back 129

4-8 mo

Front 130

Begin searching for hidden objects, easily confused (preservation error-object put under screen, then moved in full view of infant, infant will stop searching if not under first screen )
happens from

Back 130

8-12 mo

Front 131

Goes to where it was last seen (can’t handle hidden displacement-moving screens around with hidden object or first hiding object in palm)

Back 131

12-18 mo

Front 132

Will continue to look for hidden objects, not confused by hidden displacement.

Back 132

18-24 mo

Front 133

Criticisms of Piaget

Back 133

Object permanence develops sooner than he thought
· Methodological problem-more recent studies show that infants didn't think hidden objects didn't exist, but rather that two things couldn't occupy same space





· Impossible events research (overhead)

Front 134

Object permenance is an important area of study because it speaks to..

Back 134

methodology. We use different methods, we get different answers.

Front 135

Emotional milestone that is Evoked by a stimulus (6-10 weeks)

Back 135

Social smile

Front 136

Emotional milestone that is
In response to active stimuli (3-4 months)

Back 136

Laughter

Front 137

Skin temp drops when mom leaves and stranger appears above crib, behavior same. When does this happen?

Back 137

2-4 months

Front 138

Social referencing occurs when an infant relies on a trusted person’s emotional reaction to decide how to respond in an uncertain situation. When does this happen?

Back 138

6-8 months

Front 139

Stranger anxiety (Helps protect mobile babies) continues until around 24 months

Back 139

6-8 months

Front 140

Primary emotions (joy, fear, anger, surprise, sadness, disgust)
When does this occur?

Back 140

12 months

Front 141

Secondary emotions (embarrassment, pride, shame, guilt, envy) come with ability to think about self in relation to others
When does this occur?

Back 141

18 months

Front 142

Can recognize self in mirror
When does this occur?

Back 142

18 months (same time as secondary emotions appear)

Front 143

Ability to understand how someone else is feeling

Back 143

empathy

Front 144

Empathy depends on:

Back 144

• The ability to perceive other’s distress
• Some idea of what is causing it
• What might be done to help
• The willingness to go to someone’s aid

Front 145

often cry when hearing other babies cry
When does this occur?

Back 145

newborn

Front 146

Notice other’s distress, but only respond as if they are upset themselves (seek comfort, etc.)
When does this occur?

Back 146

• 12 months

Front 147

Begin to try and comfort them, often by giving them something that they find comforting
When does this occur?

Back 147

• 18 months

Front 148

Can talk about distress and respond appropriately, by comforting or getting help
When does this occur?

Back 148

• 24-30 months

Front 149

widely held beliefs about characteristics deemed appropriate for male or females

Back 149

Gender stereotypes

Front 150

Evidence of biological influences in sex role stereotyping includes:

Back 150

• Cross-cultural studies
• Hormones

Front 151

• Gender stereotypes are impacted by the behavior of:
 Parents
How?

Back 151

 Parents
o Treat boys and girls differently (ex. they discourage anger in girls and promote the expression of pain, but accept anger in boys and discourage the expression of pain)
o Research shows they judge infant boys and girls differently, girls were prettier, weaker, softer and more delicate than boys
o They reinforce gender-appropriate play
o They provide gender appropriate toys and structure activities differently for boys and girls

Front 152

 Teachers and other adults impact gender stereotypes. how?

Back 152

o Teachers often segregate by gender, implying that there are important differences.
o Teachers react to behaviors based on gender stereotypes

Front 153

Peers influence gender stereotypes - how?

Back 153

 Peers
o Reinforce each other for playing with same sex and punish those who play with opposite sex
o Children also punish playing with ‘cross-gender’ toys.

Front 154

Children between ages 3-6 learn approx how many words per day?

Back 154

6-9 words a day

Front 155

By the end of the preschool years children’s vocabularies range from

Back 155

10,000-14,000 words

Front 156

In terms of word production, which occurs first, comprehension or production?

Back 156

Comprehension occurs before production so they may understand more words.

Front 157

During preschool years children are learning most words from _______.
Prior to this time, adults __________.

Back 157

During preschool years children are learning most words from the context in which they are used.
Prior to this time, adults often point out objects and name them for infants and toddlers

Front 158

Some types of words are more difficult because they don’t have specific ___ that help define them. Words like _____ occupy the same place in the sentence, so it may be difficult to infer what they mean

Back 158

Some types of words are more difficult because they don’t have specific context clues that help define them. Words like under, on and in occupy the same place in the sentence, so it may be difficult to infer what they mean

Front 159

Verbs typically occupy the same location in English sentences, so even if I make up a word, you can tell it is a verb by how it is used. This is a principle associated with what concept?

Back 159

Syntactic bootstrapping

Front 160

• Francisco is WHYNDRITYL to the store
What principle would be associated with solving this problem?

Back 160

Syntactic bootstrapping

Front 161

using the knowledge of sentence structure to infer meaning.

Back 161

Syntactic bootstrapping

Front 162

when word meanings are learned from only one (or a few) exposures.

Back 162

Fast mapping

Front 163

What's the difference between syntactic bootstrapping and fast mapping?

Back 163

Syntactic bootstrapping- using the knowledge of sentence structure to infer meaning
Fast mapping- when word meanings are learned from only one (or a few) exposures

Front 164

Distinguish between a phenome and a morpheme.

Back 164

Phoneme – Specific sounds of speech, such as /b/ vs. /p/

morpheme -smallest unit of meaning

Front 165

an explicit focus on sounds of words rather than meanings.

Back 165

Phonological awareness

Front 166

• Songs with ____ ____ help support an explicit focus on sounds of words rather than meanings.

Back 166

phonological substitution

Front 167

sounding out words to spell

Back 167

phoneme segmentation

Front 168

Variations in the development of phonological awareness come from...

Back 168

• Individual differences in phonological sensitivity
• Environmental differences (ex. exposure to activities that provide opportunities to practice)

Front 169

What are some ways to promote the development of phonolgical awareness?

Back 169

• Clap out syllables (ex. child’s name)
• Rhyme detection (ex. books, songs, conversation)
• Rhyme generation
• Creating words with same initial sound (alliteration)
• Deleting a phoneme (what do you have if you take the /b/ out of bat?)

Front 170

smallest unit of meaning

Back 170

Morphemes

Front 171

Distinguish between unbound morphemes and bound morphemes.

Back 171

Unbound morphemes- whole words (ex. go, walk)

Bound morphemes- must be added to a larger morpheme to be meaningful (ex. -ing, -ed)

Front 172

whole words (ex. go, walk)

Back 172

Unbound morphemes

Front 173

must be added to a larger morpheme to be meaningful (ex. -ing, -ed)

Back 173

Bound morphemes

Front 174

Govern word formation

Back 174

morphological rules

Front 175

Add –ed to the end of a verb to make it past tense. Doing this is governed by...

Back 175

morphological rules

Front 176

Using morphological rules when they make sense but are incorrect (The mouses goed to the store)

Back 176

Overregularization

Front 177

Children tend to ____ questions before ____.

Back 177

Children tend to ask what, where, and who questions before when and why.

Front 178

Which of the following are mistakes that children make when forming sentances?
• In questions subject and verb are reversed
• First attempts at negatives often have the word “no” at the beginning
• Children often delete the subject (“No eat”)

Back 178

all of these

Front 179

Place these words in the order in which they are learned:
Behind
Beside
Between
In
In back of
On
under

Back 179

in,
on,
under
beside,
between,
in back of,
behind

Front 180

Why are words like the ones below difficult to learn?
in,
on,
under
beside,
between,
in back of,
behind

Back 180

Locatives are difficult be/c context doesn't help.

Front 181

Opposites like more/less and bigger/smaller - in what order are these learned?

Back 181

Opposites like more/less and bigger/smaller -Learn first with number, mass takes longer

Front 182

Children often experience comprehension difficulties. For instance, they might confuse the words cup and glass. Why is this?

Back 182

Confuse words with similar functions (cup and glass)

Front 183

Passive voice doesn’t come until around__. Give an example of the use of passive voide.

Back 183

5 ½
The ball was thrown by Kate (passive)

Front 184

Talking about seeds growing into trees.
What type of language is this?

Back 184

Decontexualized language

Front 185

Language that can be understood away from the present situation

Back 185

Decontexualized language

Front 186

Language about the here and now, transferred face to face

Back 186

context bound

Front 187

The following are examples of what type of language?
There is the dog. I am using red paint

Back 187

context bound

Front 188

Distinguish between context bound and decontextualized language.

Back 188

context bound = Language about the here and now, transferred face to face

decontextualized = Language that can be understood away from the present situation

Front 189

may help develop language that isn’t context bound, because settings, people, and events are recalled.

Back 189

Autobiographical narratives

Front 190

Distinguish between Emergent literacy and reading readiness. Which term is favored now.

Back 190

emergent literacy = literacy is constantly emerging
*Emergent literacy is the current term.

reading readiness = implied that children needed to hit a point in maturation or needed to have obtained enough skills before they could start learning to read

Front 191

Children learn to recognize letters through their distinctive features. What are some examples of these features?

Back 191

• Straight/curved lines
• Open/closed curves
• Horizontal/vertical lines
• Spatial Orientation

Front 192

Children tend to categorize letters that look alike together, they need to learn to focus on the differences instead (ex. ‘m’ and ‘w’ look alike, just their ___ ___ differs)
To which feature of letter recognition is this referring?

Back 192

Spatial Orientation

Front 193

Concept that letters represent sounds

Back 193

Alphabetic Principle

Front 194

Is the Alphabetic Principle true for every language?

Back 194

no-• English has phonemes codes as letters
• Chinese has a character for every word
• Japanese has a character per syllable
• So English readers have fewer letters to learn, but we then have to know how to put the few letters into something meaningful since our letters aren’t meaningful alone.

Front 195

Early preschool children generally ___ form letters adults would recognize

Back 195

Can not

Front 196

Scribble writing is common early in preschool period. How is mock writing different from scribble writing?

Back 196

Include characteristics of letters, but not in the correct format

Front 197

Is the organization of letters on a page universal?

Back 197

No - Children must learn that English is read from left to right and top to bottom. This is not universal (ex. Hebrew is read from right to left).

Front 198

T or F

Both the Concept that letters represent sounds (alphabetic principle) and organization of letters on a page are universal.

Back 198

No - these things are culture-specific.

Front 199

Two early indicators that predict later reading success are:

Back 199

Vocabulary size and knowledge that print represents words.
• Basic phoneme sensitivity