Early social dev (14)

Integrative approaches: Gottlieb

Gottlieb is basically saying:

👉 Development doesn’t come from just one thing

Instead, it comes from many sources working together

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These sources include:

• Biology (genes, brain)

• The environment (what the baby experiences)

• The baby’s own behavior

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He focuses on what’s happening inside the child, but also how that connects to the outside world.

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🎯 What this means

A baby’s development is shaped by:

• Their body and brain

• Their experiences

• Their actions

👉 All interacting at the same time

Integrative approaches: Bronfenbrenner

👉 A child’s development is affected by different layers of their environment

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🧠 Core Idea

Development is shaped by everything around the child, from close relationships to big cultural beliefs

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🏠 Microsystem (closest level)

This is what the child interacts with directly

Examples:

• Parents

• Siblings

• Home life

• School

• Friends

• Neighborhood

👉 These are daily, face-to-face interactions

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🔗 Mesosystem (connections between things)

This is how parts of the microsystem connect with each other

Examples:

• Parent–teacher relationships

• Home affecting school life

• Religion influencing family life

👉 It organizes the child’s everyday experiences

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🏢 Exosystem (indirect influences)

These don’t involve the child directly, but still affect them

Examples:

• Parents’ jobs

• School boards

• Government

• Media

👉 These shape the child’s life indirectly

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🌍 Macrosystem (big picture)

This is the largest level

Includes:

• Culture

• Beliefs

• Values

• Ideologies

👉 These influence all the other systems

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🔁 Key Idea

All these systems are connected

👉 Big cultural beliefs → affect institutions → affect daily life → affect the child

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👶 Important Point

The child is NOT passive

👉 They don’t just receive influence

They also:

• Bring their own behavior

• Shape their interactions

Integrative approaches: Faust et al.

👉 Development is NOT just genes or just environment

Instead, it exists on a spectrum (a range)

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🧠 Core Idea

Different behaviors come from different mixes of influences

👉 Some are more genetic
👉 Some are more learned

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📊 The Spectrum

On one side (LEFT):

• More innate (inborn) behaviors

• Example: reflexes
  👉 These happen automatically and don’t need learning

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On the other side (RIGHT):

• More learned/social behaviors

• Example: communication, social skills
  👉 These cannot develop without other people/environment

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🎨 What the Colors Mean

• Origin (reflexes) → basic, inborn actions

• Green (perception) → what babies can see/hear

• Blue (social/communication) → interaction with others

👉 These show different types of abilities developing

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🔁 Key Idea

No behavior is 100% genes or 100% environment

👉 Everything is a mix, just in different amounts

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🎯 What This Means

• Reflexes → mostly biological

• Perception → mix

• Social skills → mostly learned

👉 But ALL involve both genes + experience

Early Social Development: Infant-directed speech (IDS)

🧠 Core Idea

Infant-directed speech (IDS) = a special way adults talk to babies

👉 It helps babies:

• Pay attention

• Learn language

• Understand emotions

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🔊 What IDS Sounds Like

Compared to normal speech, IDS is:

• Higher pitch (talking “baby voice”)

• Slower (gives babies time to process)

• More exaggerated (big ups and downs in pitch)

• More dramatic loud/soft changes (amplitude)

• Simpler language (short sentences, repetition, fewer unique words)

👉 Example:
“Look at the doooog! See the doooog?”

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🌍 Universal Patterns

IDS is found in many cultures and languages

Three common pitch patterns:

• Prohibition
  👉 Sharp, sudden pitch changes (“NO!”)
  👉 Signals danger or stopping

• Comfort
  👉 Smooth, gentle pitch (“It’s okaaaay”)
  👉 Calms the baby

• Arousing
  👉 Big, excited pitch rises (“Look at THAT!”)
  👉 Grabs attention and increases alertness

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👶 Why IDS Happens

Babies:

• Prefer human/maternal voices from birth

• Have a slowly developing visual system

👉 So IDS helps:

• Direct their attention to important things

• Compensate for weaker vision early on

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🎯 Main Function

IDS helps babies:

• Focus on relevant objects/events

• Map words onto objects (connect sounds to things in the world)

👉 Makes learning in a complex environment easier and more organized

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💡 What This Means

IDS can:

• Bring attention back to something boring

• Make old stimuli feel new and interesting again

👉 This is called dishabituation / sensitization

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🔁 Other Functions

IDS also:

❤ Communicates emotion

• Tone of voice tells the baby:

  • Soothing → calm down

  • Excited → pay attention

  • Warning → stop

👉 Babies can understand emotion before words

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🔗 Helps babies learn emotion–sound links

• Babies learn:
  👉 “This type of sound = this feeling”

• Over time, they build associations between pitch and meaning

👉 This supports early learning and understanding of social cues

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🗣 Supports language learning

IDS provides:

• Clear speech sounds (phonology)
  👉 Exaggeration makes sounds easier to tell apart

• Repetition
  👉 Helps memory and word learning

• Simple sentence structure (syntax)
  👉 Easier to understand patterns in language

👉 Helps babies learn:

• Sounds

• Words

• Basic grammar

IDS Experiment

🧪 Key Experiment (More Detailed but Clear)

Researchers studied 4-month-old infants to see how IDS affects attention

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Step 1: Habituation

Babies were shown a checkerboard pattern for 10-second trials

👉 At first:

• Babies looked at it

👉 Over time:

• They got bored

• Looked less and less

➡ This is called habituation

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Step 2: Add Sound (“Round and around”)

After babies got bored, researchers added speech while showing the SAME checkerboard

They tested two types of speech:

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Condition 1: Adult-Directed Speech

• Normal adult voice

• Babies looked a little longer

👉 But:

• The increase was NOT significant

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Condition 2: Infant-Directed Speech (IDS)

• High pitch

• Exaggerated tone

• “Baby voice”

👉 Babies looked much longer at the checkerboard

➡ This was a significant increase in attention

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💡 What This Shows

IDS caused dishabituation

👉 Meaning:

• Something old and boring became interesting again

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🎯 Key Idea

IDS doesn’t just attract attention — it can:
👉 Bring attention BACK to something babies already got bored of

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🧠 Simple Explanation

• Baby gets bored of object

• Add IDS →
  👉 Baby thinks: “Wait, this is interesting again”

Influence of IDS on Early Word Learning

🧠 Influence of IDS on Early Word Learning

Researchers wanted to test:
👉 Does infant-directed speech (IDS) actually help babies learn new words?

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They studied 13- and 15-month-old infants by:

• Showing them new (novel) objects

• Giving them made-up words to label those objects

👉 The fake words sounded like English, but had no meaning
👉 This made sure babies weren’t using prior knowledge

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They also changed how the objects were presented

Because in real life:
👉 Parents don’t just talk differently —
👉 They also move objects in sync with their speech

This is called:

• Infant-directed motion

• Intersensory redundancy (multiple cues together: sound + movement)

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🧪 What They Manipulated

There were 2 things changing:

1. Type of Speech

• IDS (baby talk)

• ADS (normal adult speech)

2. Motion

• No movement

• Synchronized movement (object moves with speech)

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🧩 4 Conditions

1. IDS + no motion

2. IDS + motion

3. ADS + no motion

4. ADS + motion

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🧠 Memory Test (24 hours later)

Babies came back the next day

They were:

• Shown both objects again

• Asked for one object (the one they learned)

👉 Example: “Can you give me the ___?”

Researchers checked:
👉 Did the baby choose the correct object?

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👶 Results: 13-Month-Olds

• They did best when they had:
  👉 IDS + motion together

👉 They needed BOTH cues to remember the word

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💡 Why?

Younger babies:

• Need motion to grab their attention to the object

• Use both what they hear + what they see moving

👉 Motion helps them know:
“This is what the word is referring to”

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👶 Results: 15-Month-Olds

• They did well with:
  👉 IDS alone

👉 Motion was no longer necessary

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💡 Why?

Older babies:

• Already understand:
  👉 “When I hear this kind of speech, I should look at the object”

👉 They don’t need extra help from motion anymore

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🔥 Big Developmental Change

• 13 months → need multiple cues (speech + motion)

• 15 months → can rely on speech alone

👉 Shows improvement in:

• Attention

• Learning efficiency

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🎯 Main Conclusion

IDS helps babies learn words, BUT:

• Younger infants need extra support (motion)

• Older infants can learn from IDS alone

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🔁 Overall Comments on IDS

IDS:

• Organizes attention
  👉 Helps babies focus on the right thing

• Controls arousal
  👉 Can calm or excite babies

• Supports emotional learning
  👉 Babies learn what tones mean

• Supports language learning
  👉 Clear, simple speech helps them learn sounds and structure

• Helps form word–object connections
  👉 Links words to things in the world

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🌍 Big Picture

IDS is part of babies’ everyday environment

👉 They hear it from:

• Parents

• Siblings

• Other adults

👉 Learning happens through:

• Social interaction

• Multiple cues working together (voice + motion + context)