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27 Cards in this Set
- Front
- Back
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Components of language: |
Phoneme: The smallest sound categories that distinguish meaning. EX: f, b, p, th Morpheme:The smallest unit of meaning. EX: -ing, -un and it could be actual words like “going” or “tree” Semantics: The meaning of a word/phrase/sentence Syntax: The organization of words within a sentence Pragmatics: The appropriate use of language in context. EX: “oh, you shouldn’t have bought me this present!” (but they don’t actually mean that) |
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Reduplicative vs variegated babbling: |
- reduplicative: identical, repetitive sequences of consonant-vowel syllables EX: baba…bobo - variegated: sequences of different consonants and vowels (no true meaning) EX: ba-bo..bo-ba |
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Whole object principle: |
when referring to object assume you are referring to WHOLE object EX: rabbit, they assume the whole rabbit, not just ears/tail |
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Mutual exclusivity principle |
referring to characteristic of bunny (ex.: “white” bunny, white is a describing word or something different other than bunny) |
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Overextension vs underextension |
(semantic errors made by children) - Overextension: generalize one to all (categorizing) ex: “dog” → any 4 legged furry animal (sees cat but says “ dog!”) - Underextension: applying a label like a proper name ex: family pet= cat, but only THEIR cat, not other cats |
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Joint attention: |
both parent/child LOOKING at same thing. this teaches the child new words. Ability to learn words increases dramatically by doing this. |
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Productive vs receptive vocabulary: |
- Receptive (comes first/ much higher): Receive the language & decode meaning (words you understand and hear from parents; input) EX: Listen & read - Productive: use acquired language to communicate with others (words you actually produce and say outloud) ex: speaking & writing |
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Fast mapping: |
The process of learning a new word simply from hearing the contrastive use of a familiar and the unfamiliar word (rapid word acquisition) vocabulary burst increase 5x since 1yr- 6 years. At 18 months, they can learn 9 words a day! |
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Motor drive: |
Increased excitement to take pleasure in more body control. |
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Object permanence: |
understand object does not just disappear, it is permanently present |
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Centration |
The tendency to focus on a single, perceptually striking feature of an object or event. EX: blue ball w red stripes vs red ball w blue stripes, EX: she gave in class: can imagine white zebra with black stripes but can’t imagine black zebra with white stripes. |
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Egocentrism: |
Perceiving the world only from your own point of view (mountain example, only see their side and assume everybody does too) |
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Precausal reasoning |
difficulty seeing cause & effect EX: child: what is a graveyard? --parent: Where they bury dead people-child is scared of going into graveyards--child thinks if they enter graveyard, will become dead. |
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Information processing approach to cognitive development |
- Sensory register - takes in sensory information through your five senses (sight, hearing, smell, taste and touch) and holds it for short time - Working memory - (short term memory-SECONDS): process new & already-stored information, → important process for reasoning, learning, understanding (brain’s daily scratch pad) - Long term memory - stored for longer periods of time (MIN, DAYS, YRS) recall limitations based on accessibility not availability - Control processes - rehearsing, attention, decision making, retrieval strategies (increases and advances with age) |
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Privileged domains: |
Young children actively engage in making sense of their worlds. These show changes in specific areas of knowledge to help the child respond appropriately to their environment. - physics (5 or 6yrs) basic understanding of gravity & inertia - psychology: mental states-- behavior - biology : animals, plants (brown→ needs water) |
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Metamemory |
understanding of limits/capabilities of one’s memory strategy: short numbers easier to memorize than long numbers |
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Socialization and personality formation: |
standards & values of society personality formation: unique pattern of feel/think/behave-ing (env influence) |
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“white bias” |
bias that whites are inherently superior/better (ex: doll test in 1950’s) |
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Internalization |
When capable of self regulation without assistance of others. |
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Sociodramatic play and its link to self-regulation: |
-child understands diff roles/POV’s -understands and controls own emotions +effect on others, mask them sometimes - execute display rules which are social norms that govern appropriate display of emotions |
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3 types of aggression: |
Hostile Aggression, Instrumental Aggression (indirect), Relational Aggression(indirect) |
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Hostile Aggression |
Behavior motivated by anger or hostility; Goal: Injure someone Physically, emotionally, or psychologically. |
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Instrumental Aggression (indirect) |
Behavior with motive to obtain something like a toy other than pure hostility; EX: playing soccer, might push someone but goal is to win the game not hurt someone (well hopefully) SENSE OF SELF developed (ages 1-2) this type of aggression is most common among siblings |
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Relational Aggression(indirect) |
Indirect aggression to harm friendship or to exclude others; more likely in girls than in boys. EX: Pan is such an (insult), anybody who talks to them is tooIncreases as language develops. By age 4, relational aggression is much more common.Boy to boy aggression increases but boy to girl aggression decreases. Girl to girl AND girl to boy aggression decreases but later on increases |
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Hoffman’s theory of empathy development: |
Global Empathy- babies cry when others do too (reflex) Egocentric Empathy- try to comfort from their perspective (ex: give teddy bear to upset adult in attempt to comfort bc they would be comforted too) Expanded contents for empathy with advancing language understanding that emotions are connected to a person’s unique history |
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4 types of popularity statuses (and long term outcomes for each) |
Popular: socially competent, attractive Rejected: alone, might be aggressive, higher risk of delinquency Neglected: ignored, smart/teacher pet, not necessarily disliked Controversial: mixed ratings (some might say aggressive/mean vs others funny/outgoing) |
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Cooperative learning |
teacher puts students, who normally would not work together, to collaborate in diverse groups towards one goal→ fosters tolerance, respect 2 other cultures, understanding |
