ICD FINAL

Working memory

holding ts info in mind.

What use to measure working memory

reverse digit span task

Inhibitory control

controlling attention to overrise impulses

What use to measure inhibitory control

stroop test

Cognitive flexibilty

shifting rules, perspectives or strategies

Ef leads to

better math, peer conflict, attention span

Metacognition

veing able to monitor and regulate your own cognitive processes

Incremental theory of knowledge

the view that intelligence is changeable and may improve with practice over time

Entity theory of intelligence

the new that intelligence is innate and unchangeable

Process praise

focuses on children work and efforts

Person praises

focused on person fixed

prelinguist/preverbal

typically under 12 months

First spoken word age

12 months

First signed word

10 months

Phonological Development

Learning Speech Sounds

• Semantic Development

Learning Word Meaning

• Syntactic Development

Putting Words Together

• Pragmatic Development

Learning Communication Norms

Synthetic bootstrapping

use the syntactic structure of sentences to infer meaning of new words. They don’t understand it entirely but they get it enough!

Syntax

he set of rules that govern the ordering of parts of speech to form

meaningful sentences

Morphology

suffixes and prefixes

Phonemes HOW MANY ACROSS LANGUAGES

basic units of sound in a language. 800+ phonemes across languages

How many phonemes english use

like 45

Perceptual narrowing

infants lose their ability to perceive other language phonemes like it decreases

Baby sounds before spoken words

newborns:crying, 2

hoh/deaf infants

slower to begin verbal babbling, exposure to sign languages they will develop language in a similar process

Statistical learnin

learn patterns

Infants lsiten longer to part words or non words than to full words

bc they’re new? I guess

First word babies recognize

their own ahahhaah at like 4 months hahaha but they dont reconigize its for them

Phonological development in childhood

3 years familiar people understand, 4 yeats stranger understand

receptive> productive language

Babies understand more than they speak

Babies first words

family members, social routines, sounds, nouns NO VERBS OR ADJECTIVES

Whole object bias

they think new label is for whole object and not just ts properties

Vocab spurt

second year of life. More verbs and adjectives, fast mapping. See word learn it

When do ts kids learn most of the words

3 years

How many words 6 years

10,000

Syntax

a set of rules that govern the ordering of parts of speech to form meaningful sentences

When are infants sensitive to word order

17 months

When are infants putting words together

18 to 24

Protoconvesations AND WHEN

give and take dialoufe. First few weeks of life

Protodeclaritives

gestures

yntactic bootstrapping

a theory in language acquisition proposing that children use the syntactic structure (grammar) of sentences to infer the meanings of new words, particularly verbs

Mutual exclusivity

the expectation that an entity only has one name

Connectionist and dynamic system theories

infants build language from the bottom up based on input. Based on experience with language the brain constructs complex neural connections that then enable children to recognize and respond to all types of sensory information

IDS

using exaggerated intonation, hyper articulation of vowels, frequent changs to the amplitude of speech. Appwats in many cultures and linguisutc communities

2 perspectives on explaingin language acquisition

dynamic and nativist?

Rouge test of seld cognition/concept

put mark on face and look in mirror if they touch their face they recognixe themscels around 2

When do infants display self awareness

2

When do infants have sense of gender label

24-30

Parallel play

they play near each other but not together

Cooperative play

theres roles and such and if you removed the kids the play would change

When do kids move to parallel play to cooperative

4-6

Hostile aggression

actions with the intention to inflict pain on someone

Instrumental aggression

to achieve a goal

Relational aggression

hurting relations or social status

Whic agressions increase in toddlerhood but decrase in early childhood and WHY

instrumental and hostile because now they can express theirselves and such

Social comparison

the judgement of ones traits abilities and behaviors relative to other people. Increases with age

Early childhood

less likely to make social comparisons. When they do they compare themselves to a single person

Middle childhood social comparison

more likely to make social comparisons. Compare themselves across several areas to a large numner of people across networks

Decentration

focusing on multiple dimensions

Perspective taking and theory of mind

other people mental states may differ from theirs

Lower egocentrism

not just focusing on themselves

Features of emotion

emotional elictors/triggers, physiological changes like hormones, cognitive appraisal, emotional expression, communicative function

Expressing positive emotions throughout months

1st month:reflexive smiles

1.5 to 3:emergence of social smiles

3 to 4 months: laughs

7 months:smile more at familiar people

By the end of the first year:differen kinds od smiles and laughs for different people and situations

When is anger expressed

around 4 months. Increases in intensity between 4

Fear develop when

heavily debated by increases in intensity between 4

Self conscious emotions

ones tht require some sense of self like shame or guilt, not till 2nd or 3rd year of life

Disciminatinf emotions ages

yeah they can. At birth. They open their eyes more to happy speech than any other

3 months: can tell between intensities of happy faces

4 months: happy vs negative 

5 months: can match emotions across modalities in strangers

7 months: can categorize by positive or negative and other features

Use of emotions ADN WHEN

to predict behavior. Like I'll probably get hit by an angry than happy face. Happens around 12 months OR Social referencins, looking for and using social information like emotion in ambiguous situations. Struggles before 1 year but after gets better

Valance

emotions differe in positive or negative, right or left

Arousal

emotions differ, intense or stimulated,, up or down

Order in which infants discriminate. emotions

VALENCE AND THEN AROUSAL AND then emoions that hace similar valence and aroudal like depressed vs fatigued.

When do mixed emotions show improvement

around 5

Emotional regulation

to monitor, evaluate and nodify emotional reactions

How do caregivers support emotional regulation

removing infants fronn distressing situations, distractinf them, provudung huds. Infants use such strategies on their OWN! At the end of the first year

Effortful control

voluntarily regulating attention, behavior

Inhibitory

an aspect of executive function that allows the person to suppress a dominant or preferred response

Display rules

cultulrea norms of what is appropriate in terms of emotional expression

Temperamanet

0ndivdual differences in emorional, motor and attention reactivity and self regulation. Consistent across tasks and time

Dimensions of temperament

approach withdrawal, adaptability, quality of mood, intensity of reaction, distractabilty, persistence, rhythmicity or regylarity, threshold od responsiveness, activity

Low reactive

40% easygoing and spontaneous approaching new people.

High reactive

10% Very fearful or avoidant in unfamiliar situations and shy with strangers

Middle reactive

sloe to warm up 15%. Mix of both less consistent traits

Modern temperament classifications

Reactivity or negative emotionality: irritable, negative mood, inflexibility, high intensity negative reactions

Selfr egulation:

effortful control of attentional and emotional processes, persistence, non-distractibility, and emotional control  

approach/withdraw

endency to approach new situations and people vs to withdraw and be way

Temperament is related to- adult personality

Temperament is related to

adult personality

Personality traits

openness to experience, consciousness, extraversion, agreeableness, neuroticism

Reactivity in personality

Neuroticism

approach/withdraw in personality

openness to experience

Self regulation in personality

extraversion

Reactivity in emotional development

shyness, highly fearful, difficulty with new things, difficulty regulating negative emotions

Self regulation in emotional development

regulating towards goals, controlling behavior. High on these dimensions lead to better emotional regulation

What causes developmental changes?

direct, indirect/evocative/interactional

Direct

like social development, high on withdrawal leads to social withdrawal to

Indirect

the child's temperament elicits different responses from people in their environment. Cheerful and social children lead to more positive interactions. Highly negative and reactive children lead to more discipline

interactional

goodness of fit with the environmental expectations. Your temperament is not to engage with new situations right away but the people around you expect you to engage. A baby with high activity needs in a small apartment

Strange situation stages

introduction of the infant and caregiver to the unfamiliar room, i

nfant and caregiver left in room,

stranger enters riim,

caregiver leaves the infant with the stranger,

caregiver reenters the room and the stranger departs, caregiver leaves infant in the roo,

stranger enters the room,

caregiver enters the room