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111 Cards in this Set
- Front
- Back
Phonology |
Structure and sequence of speech sounds. |
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Semantics |
Vocabulary and word combinations |
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Grammar |
Syntax: arrangement of words in a sentence Morphology: use of grammatical markers (he=male, tense, etc.) |
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Pragmatics |
Communication Conversing appropriately and effectively. (Understanding gestures, tone, and context). |
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Behaviorist Perspective on Language Development |
Skinner: language is acquired through operant conditioning (consequences) and imitation. |
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Language Acquisition Device (LAD) |
The innate ability to formulate and understand sentences once the child has learned a sufficient amount of vocabulary. |
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Protodeclarative |
When a baby points to something and then looks at others to see if they noticed. |
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Protoimperative |
When the baby gets someone else to do something they want by pointing or making noises |
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Underextension |
Applying words too narrowly (That's not a cat. Our cat is at home. That must be a dog) |
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Learning a second language... |
Is best accomplished when taught at the youngest age possible alongside learning a first language. Avoid confusing the languages by providing different contexts. |
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Overextension |
Applying a word too broadly (all transportation vehicles are cars) |
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Overregularization |
Trying to understand how to apply morphology correctly (I has two foots; my car breaked) |
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Fast-mapping |
Connecting a new word with an underlying concept after just one brief encounter. |
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Referential Style |
Vocabulary refers to objects to communicate |
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Expressive Style |
Using more social formulas and pronouns; more observational |
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Syntactic Bootstrapping |
Discovering word meanings by observing how words are used according to syntax |
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Semantic Bootstrapping |
Using word meanings to figure out sentence structure by grouping words together |
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Telegraphic Speech |
Two-word utterances from 1.5 to 2.5 year olds that still get the point across even though they are vague. (More cookie) |
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Recast |
Restructuring inaccurate speech into a correct form so the child can learn |
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Expansion |
Elaborating on a child's speech to increase its complexity (shiny, blue and white marble) |
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Turnabout |
Speaker comments and adds a request to get the partner to respond again |
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Shading |
Gradually initiates a change of topic by modifying the focus of the discussion |
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Illocutionary Intent |
Understanding what the Speaker means to say even if it form of utterance is not perfectly consistent with it |
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Referential Communication Skills |
Producing clear verbal messages and recognizing when we receive unclear messages so we can ask for more info and elaboration. |
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Metalinguistic Awareness |
The ability to think about language as a system |
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Word Coinages |
Filling in for words they have not learned by combining words they do know (plant-man=gardener) |
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Metaphors |
Children will use metaphors to express themselves and their feelings (stomachache feels like the bees stung it) |
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Joint Attention |
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. |
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Stranger Anxiety |
Occurs in a child when an unfamiliar adult picks them up in a new setting. |
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Emotional Self-Regulation |
Adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals. |
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Self-Conscious Emotions |
Involves injury to or enhancement of our sense of self. (Guilt, envy, shame, embarassment, pride, etc.) |
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Emotional Display Rules |
Specify when, where, and how it is appropriate to express emotions. |
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Social Referencing |
Relying on another person's emotional reaction to appraise an uncertain situation. |
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Prosocial/altruistic Behavior |
When a child acts in a way that benefits another person without any expected reward for doing so. |
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Empathy |
To detect different emotions, to take on another's emotional perspective, to respond emotionally in a similar way. |
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Sympathy |
Feelings of concern or sorrow for another's plight |
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Social Smile |
Parent's communication evokes a broad grin (6-10 weeks) |
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Temperament |
Reactivity: refers to quickness and intensity of emotional arousal, attention and motor action. Self-regulation: refers to strategies that modify that reactivity |
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Attachment |
Strong, affectionate tie we share with special people that leads us to experience pleasure and joy when we interact with them |
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Different Child Temperaments |
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. |
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Ainsworth's Strange Situation |
Observes the quality of attachment between child and caregiver. Child explores an unfamiliar playroom with and without the caregiver; researchers identify secure attachment patterns. |
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Ainsworth: Secure Attachment |
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%) |
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Ainsworth: Avoidant Attachment |
Unresponsive to parent when parent is present; treat strangers the same way. (15%) |
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Ainsworth: Resistant Attachment |
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%) |
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Ainsworth: Disorganized Attachment |
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%) |
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Sensitive Caregiving |
Responding promptly, consistently, and appropriately to infants and holding them tenderly and carefully. |
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Interactional Synchrony |
Caregiver responds to infant signals in a well-timed, rhythmic, appropriate fashion. "Emotional dance". Creates emotional trust |
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Interactional Styles: Father |
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. |
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Interaction Styles: Mother |
Nurture and are generally the ultimate caregiver. Engage in conventional games (peek-a-boo). |
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Managing Fears in Early Childhood |
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. |
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Preschoolers who were securely attached as babies were... |
Higher in self-esteem, social skills, and EMPATHY than their insecurely attached counterparts. |
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Rhesus Monkeys |
Parent-infant attachment relies on comfort more than hunger. |
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Parenting Techniques Correlated to Shyness |
Insecure attachment |
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Social Cognition |
How children come to understand their multifaceted social world. Interpretting experience |
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Self-recognition |
Identifying oneself as a physically unique being |
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Categorical Self |
Classifying themself and others on a basis of perpetually distinct attributes and behaviors (baby, girl, etc.) |
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Enduring Self |
Viewing themself as persisting over time. |
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Inner Self |
Being aware of private thoughts and imaginings. |
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Self-concept |
The set of attributes, abilities, attitudes, and values that an individual believes and defines as who he or she is. |
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I-self |
Introspects |
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Me-self |
Observes intropsection |
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Remembered Self |
Autobiographical memory constructed of past conversations |
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Self-esteem |
Judgements based on one's worth and the feelings associated with those judgements. |
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Generalized Other |
A blend of what we imagine important people in our lives think of us, crucial to developing a self-concept based in personality traits. |
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How preschoolers describe themselves |
Describe observable characteristics such as their name, physical appearance, possessions and everyday behaviors. |
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Rouge Test |
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 |
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Belief-desire theory and false beliefs |
? |
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Person Perception |
The way individuals size up the attributes of people with whom they are familiar. |
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Perspective Taking |
The capacity to imagine what others may be thinking and feeling. |
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Social Comparison |
Evaluations of one's own appearance, abilities, and behavior in relation to others. |
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Recursive Thought |
To reason simultaneously about what two or more people are thinking. |
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Achievement Motivation |
Pressing forward! |
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Learned Helplessness |
The view that success is due to external factors while failure is due to low ability. |
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Attribution Retraining |
Encouragement to get children past learned helplessness so they can understand the importance of overcoming failure through effort. |
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Child-rearing practices that influence self-esteem |
Warm and accepting parents provide reasonable expectations for mature behavior, engagement in positive problem solving, and allow for children to feel accepted and worthwhile. |
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Categories of causes of own and other's behavior |
? |
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Factors related to mastery-oriented attributions |
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. |
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Children with an incremental view of ability vs. Children who develop learned helplessness |
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. |
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Parenting beliefs/practices of parents of learned-helplessness children |
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. |
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Differentiate between Marcia's four identity statuses: identity achievement, identity foreclosure, identity diffusion, and moratorium |
? |
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Freud's Psychoanalytic Theory: Moral Development |
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)
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Inductive Discipline: Child Behavior |
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. |
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Physical Punishment and Child Outcomes |
Frequent punishment promoted only immediate compliance, not lasting changes in behavior. Serious mental health problems develop under harsh punishment. |
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Negative Effects of Punishment in Child Discipline |
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. |
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Realism in young children's moral understanding |
? |
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Distributive Justice |
? |
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Ideal Reciprocity |
"Do unto unto others as you would have them do unto you." |
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Social Conventions |
Customs determined solely by consensus. |
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Limitations of Kohlberg's Theory |
Conception of moral maturity, its applicability, and appropriateness according to children's moral reasoning. |
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Key contributors to gains in moral reasoning |
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. |
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Moral Imperatives |
Social rules and expectations that protect people's rights and welfare. |
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Social Conventions |
? |
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Matters of Personal Choice |
Concerns that do not violate rights or others' welfare and are up to the individual. |
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Elliot Turiel: Moral and social-conventional distinctions |
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) |
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Aggression: Proactive/instrumental |
Acting to fulfill a need or desire and unemotionally attack a person to achieve their goal. |
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Aggression: reactive/hostile |
An angry, defensive response to provocation or a blocked goal; intends to hurt another person |
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Aggression: physical |
Harms others through injury injury to themselves or their property. |
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Aggression: Relational |
Damages a peer's relationships through social exclusion, malicious gossip, or friendship manipulation. |
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Sex differences in aggressive behavior |
Girls: relational aggression Boys: mostly physical |
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Social-cognitive deficits and distortions related to aggressive behavior |
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 |
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Early onset vs late onset routes to adolescent delinquency |
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. |
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Kohlberg's stages of moral development. |
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. |
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Gilligan's morality of care perspective |
Believes that femine morality emphasizes an "ethnic of care" that Kohlberg's system devalues. |
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Identity Achievement |
after a period of exploration, the child commits themselves to self-chosen values and goals. |
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Identity Foreclosure |
without engaging in exploration, the child commits themself to ready-made values and goals chosen for them by authority figures. |
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Identity Diffusion |
Do not engage in exploration and are not committed to values and goals. |
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Identity Moratorium |
Exploring, but not yet committed to, self-chosen values and goals. |
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Piaget's Moral Theory |
? |
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Phonemes |
? |
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Kohlberg's Theqory in depth (paotconventional especially) |
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Heternomous vs autonomous |
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