Psy 332 final exam

What are the properties of language?

What are the properties of language?

• social tool (sharing info)

• rule-governed (the way we organize speech and how it conveys meaning)

• generative (able to come up with new and creative utterances)

• reflexive (able to reflect on or think about what is said)

nativist theory of language (Chompsky)

Language acquisition device in the brain is specialized for language and that is why we have language

Behaviorist theory of language (Skinner)

The reason we communicate is simply because of reinforcement

Emergent theory of language

Language develops from a combination of biological mechanisms and context

Phonology

study of phonemes smallest unit of sound in a language (English has 44)

Morphology

study of morphemes, smallest unit of meaning in a language

Prefixes and suffices are examples of what?

Morpheme

How many morphemes are in each word?

• Apples

• Disbelief

• Butterfly

• 2

• 2

• 1

Syntax

the arrangement of words and phrases to create well-formed sentences in a language

Pragmatics

the social context of language

What is an example of pragmatics?

turn taking

Semantics

word meaning

kids will understand ____ more than the words they use

2-3x

paralinguistic cues

prosody (rhythm and pitch) and intonation

non-linguistic cues

body language

zone of proximal development

the distance between the child's actual developmental level and his or her potential level of development under the guidance of more expert adults or competent peers

What are the five aspects of scaffolding?

• We need to recruit the individual (have to be enticing supportive and not dismissive)

• Reduction of degrees of freedom

• Direction maintenance (help learner stay focused)

• Marking critical features (e.g. puzzle corner pieces and edge pieces)

• Demonstration

What are the three aspects of Haste's model?

• Intra-individual

• Sociocultural

• interpersonal

Who emphasized the interaction between culture and language?

Vygotsky

Learning occurs…

• 1st through interactions with others

• Then, through symbolic representation of the child's culture

Culture as a two-part process in learning

1.) culture influences what the child is exposed to 2.) culture ingrained in the child

theory of mind

awareness that people have their own desires, beliefs, and interpretations of the world

When does theory of mind develop?

3-5 years of age

_____ of children with autism fail the false-belief tasks

80%

What did Simon Baron-Cohen find in regard to theory of mind development in children with down syndrome?

Children with down syndrome take longer to develop it but they do develop it

3-year-olds and theory of mind

• They can distinguish between mental states and reality

• most fail the false belief task

• may have an implicit understanding of the belief

• don't understand deception

4 year olds and theory of mind

• Majority pass the false belief task

• Can't predict emotions

• Through repeated trials they eventually learn to deceive

• some pass second-order false belief task

5 year olds and theory of mind

• pass false belief task

• can predict emotions

• deception develops (planting a false belief in someone's mind)

• most pass second-order false belief task

Details about the first intelligence test

• created by Galton (1880's)

• believed intelligence was an underlying trait that would influence a person's performance on all tests no matter the type.

• his test consisted of physical measures (lung capacity and grip strength) and behavioral measures (reaction time)

Binet-Simon scale (1905)

• created an intelligence test to test a child's mental age

• originally made to identify students in need of special education

• came up with 30 different tests

• included things like word definitions, comprehension, reasoning, and knowledge of numbers

Stanford-Binet Intelligence scale

• two main types of tests (verbal and non-verbal)

• 90 tests

Terman's calculation of IQ

(MA/CA) x 100

What edition of the stanford-binet scale is still used today?

5th edition

Weschler Intelligence Scale for Children subtests (IV UK)

15

• block design

• similarities

• digit span

• picture concepts

• coding

• vocabulary

• letter-number sequencing

• matrix reasoning

• comprehension

• symbol search

• picture completion

• cancellation

• information

• arithmetic

• word reasoning

What were intelligence tests used for during WW2?

to assess people's aptitude of different skills in order to assign them to jobs

Who suggested that schools should be organized by a child's mental ability rather than chronological age?

Burt

How were intelligence tests thought of in the early days?

accurate and free of social biases

Sternberg's triarchic theory of intelligence

• experiential sub theory: emphasizes how effectively a person learns new skills

• contextual sub theory: emphasizes practical and social skills

• componential sub theory: concerned with the information processing aspects of tasks typically used in tests of intelligence

Savants

individuals who usually have a low intelligence score as measured on traditional scales, but may have one (or sometimes more than one) exceptional ability.

What do attainment tests measure?

measures what a person has achieved after specific training

Children's learning difficulties can be attributed to a myriad of factors so it is important to use a variety of tests such as…

• naturalistic observation of a child's behavior

• social assessment (tests social skills, communication skills, and emotional adjustment)

• attainment tests

Gifted children

a person who is outstanding in either a general domain, such as exceptional performance on an intelligence test, or a more specific area of ability, like music or sport

examples of attainment tests

school examinations, driving tests, examinations for music, tests of sporting achievement

Examples of the different ways attainment tests can be used

• certification and selection

• motivation

• record-keeping

• screening and diagnostic screening

• standardized testing

• criterion-reference tests

• curriculum control and school evaluations

four critical aspects of deprivation

• it's multidimensional: people can be deprived in different ways

• it concerns material and social aspects

• it's relative: refers to minimum standards of living based on socially accepted norms that differ from one society to another and from one historical point in time to another

• it concerns individual factors such as family composition, low income and poor housing as much as it does environmental factors such as living in a poor inner-city area

feral children

children in the wild who appear to not have had any human contact

The Koluchova twins

A set of twins who lived in extreme deprivation conditions from age 18 months to 7 years but once placed in a supportive environment they made remarkable gains

What did the Koluchova twin study show?

It showed the removal from extremely impoverished environments can reverse the effects of depravation

Genie

• an extreme case of deprivation from age 20 months to 13 years

• once removed from the environment she learned to walk and performed well on non-verbal intelligence tests

• strange speech development: learned to use nouns, verbs, and adjectives and telegraphic speech but did not ask questions, learn to use pronouns, or develop more complex sentences

Romanian orphanages (ERA study)

• The first finding was that the Romanian children demonstrated virtually complete cognitive catch-up, provided adoption occurred before 6 months (as in the earlier study).

• The second finding was that those who had been adopted between 6 and 24 months scored significantly higher on cognitive tests than those who had been adopted between 24 and 42 months.

• The third finding, focused on the late-placed adoptees, was that in comparison with earlier-placed groups there was general developmental impairment.

socially disadvantaged

individuals who lack the optimal stimulation for ideal growth

outcomes of the socially disadvantaged

• poor academic outcomes

• behavioral disturbance

• difficulties with peers

• lower levels of academic achievement

• greater risk of unemployment as an adult

deficit model

• deficits in the rearing environment

• problems within home environment and family structure

• bad parent-child relationships

• poverty

• poor language skills

• poor intellectual skills

• difficulty coping with school challenges

Difference model

• differences in the school and social environment

• curriculum caters to the majority: European Americans

• discrimination against minorities and working class

Prevention

this implies activity to stop a social or psychological problem from happening in the first place

Early intervention

aims to stop those at highest risk of developing social or psychological problems, or those who show the first signs of difficulty (see the section on Sure Start later in this chapter).

Intervention or treatment

seeks to stabilize or achieve realistic outcomes among those who develop the most serious manifestation of a social or psychological problem

Social prevention

seeks to reduce the damage that those who have developed a disorder can inflict on others in a community and on themselves

What are risk factors?

factors that increase the likelihood of a negative outcome

Types of risk factors with examples

• Family factors: (violence, abuse, neglect, discordant family relationships, being a young person who is looked after outside the family)

• Psychosocial factors: (poverty, economic crises, deprivation)

• Individual factors: (low intelligence, brain damage, chronic physical illness)

protective factors

factors that protect against risk factors

examples of protective factors

• Big Brothers Big Sisters

• Quality school

• academic success

Kaui study

• followed the development of 689 infants at 1, 2, 10, 18, 31, and 40 years of age.

• a subset of children exposed to risk factors still came out with good outcomes due to resilience, easy temperament, and caring people in their lives

• As a result of this study Kaui adopted several community action and educational programs to provide opportunities and caring people

Capalan et al. findings in regards to family intervention

• there is a need for close integration between home and school

• familial commitment is important to education

• there is a need for the creation of an environment that is conducive to learning

Barn et al. family intervention

found that people from diverse ethnic backgrounds in the UK tried extra hard to compensate for their lack of education by stressing the importance of education to their children

Project Head Start

a policy intervention that started in the 60s that mandated compensatory preschool programs that aimed to give ‘deprived’ children a head start in schools by some form of early intervention to stimulate cognitive and linguistic development.

5 theory of mind tasks in Kunturo et al.

• knowledge access: seeing leads to know

• diverse belief: different people can have different opinions about something

• diverse desire: different people want different things

• hidden emotion: people may deliberately hide their true feelings beneath their false facial expressions

• false belief: people may act on untrue beliefs

Types of abuse Rus & Galbeaza

• physical abuse

• sexual abuse

• economical abuse

• emotional abuse

• neglect

Defense mechanism Rus & Galbeaza

• personality disintegration

• addiction

• refusing to sleep in darkness

Causes for abuse in Romania (Rus & Galbeaza)

• The punitive education mentality

• The existence of taboos, false modesty and sense of helplessness that explain community indifference and non-intervention in cases of abuse.

• the lack of an effective child protection

• the lack of necessary legislation

direct signs of distress (Rus & Galbeaza)

• food disorders

• sleep disorders

• affective disorders

• somatic complaints

Mandelman & Grigorenko (2013) Two types of gifted education

• acceleration (progress through an educational program at rates faster or at ages younger than conventional)

• grouping (where students are grouped together based on various abilities)

Musicus, Tal, & Wansink (2015) Study 1 Study 2

• Study 1: the purpose of this study was to determine whether or not spokes-characters make eye contact with consumers

• Study 2: the purpose of this study was to determine if creating eye contact can indeed help boost feelings of trust and connection with a brand

Musicus, Tal, & Wansink (2015) Why Important

spokes-character eye contact with children can be used to promote healthier cereal options for children

Lum, Powell, Timms, and Snow study and results

• The researchers conducted a meta-analysis to evaluate the correlation between child maltreatment and language functioning.

• Child maltreatment is associated with poorer expressive language, receptive language, and receptive vocabulary. Further studies need to be done to test the associations between child maltreatment and expressive vocabulary