EDUC 3713 Final Exam

language

A system of communication through the use of speech, a collection of sounds understood by a group of people to have the same meaning.

Why is human language a unique communication system?

1. symbolic2. rule-governed3. generative (always creating new words/sentences)4. complex5. diverse6. efficient

nomophobia

fear of being out of mobile phone contact

Joined attention

Occurs when both members of the attachment dyad (parental figure and child) establish and maintain their cognitive focus on the same object of event
EX: parent pointing at an object and saying "this is a cat!" to child

Still Face Experiment

Mother is advised to stare blankly to baby, baby uses all abilities to get the mother to respond. when child doesn't get "normal" reaction they act with negative emotions.
Shows an infants attachment to them

Language Development Stages

1. Reflexive Vocalizations (0-2 mths)2. Cooing and laughing (2-4 mths)3. Babbling and vocal play (4-6 mths)4. Canonical babbling (6-10 mths) - gestural5. Modulated babbling (10 mths \>) - rising intonation, turn-taking, providing response, body language

Do deaf babies babble?

YES; but it ceases quickly, while most kids keep babbling as a precursor to language

Pragmatic Skills

The abilities that enable us to communicate effectively and appropriately in a *social context*
EX: turn taking, initiating interactions, maintaining conversations, repairing faulty conversations, and training pragmatic skills.

Turn taking

in a conversation, nonverbal regulators that indicate who talks when and to whom - helps minimize the number of unnecessary interruptions and to keep the flow and cohesiveness of a conversation.

Universal Listener

Ability to discriminate every sound difference found in human languages
EX: /ba/ vs. /da/ early speech discrimination
By 10 months, children start to become mono-language specified listeners

The Three Rs

reading, writing, arithmetic

Phoneme

in language, the smallest distinctive sound unit
EX: the word "steps" has 5 phonemes: suh-teh-eh-pa-suh/pa/ and /ba/

Syllable

a unit of organization for a sequence of speech sounds

Morpheme

in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix)
EX: the word "steps" has 2 morphemes: step-s

Research findings about early reading

- the more children have learned about phonemes, the better they read and write- children take advantage of phonological units like rhyme in learning to read- children need to learn rules like conditional phonological spelling rules

The Third International Mathematics and Science Study (TIMSS) 1995

largest and most ambitious international study of student achievement with math and science conducted up to that time - conducted at 5 grade levels in more than 40 countries (third, fourth, seventh, and eighth, and final year of secondary school)

Rouge Test

(Self-Awareness test) The name for the exercise where a spot of red is placed on the infants nose and he is held up in front of a mirror. Wiping off the red spot after seeing his response is a positive.
2 year old child can recognize self in mirror by marking their face!

Discriminating Facial Expression

- Smiling vs. Frowning (3 months old)- Happy vs. Surprise (4-7 months old)

Visual Cliff Test

Infants as young as 6 months usually hesitate to crawl past the apparent edge of a visual cliff, which suggests that they are able to perceive depth.
Children will social reference their parent for emotional guidance. Mother's facial expression helps child appraise situation.

Influence of Family on Early Emotional Devleopment

- parents' emotional stress- mother's sensitivity to the infant's cues- parents' talking about emotions

Harry Harlow's attachment research (1959)

Studied infant attachment using monkeys
- Used wire frame and cloth-covered "mothers" to study the impact of nurturing touch, warmth, and food on infant monkey attachment
Findings:- Monkey preferred emotional comfort of cloth mother rather than feeding mother.- Attachment for caregiver is emotional over physiological- Attachment is closely associated with critical periods.

Lorenz's Imprinting Theory

Attachment is innate and programmed genetically; once imprinting has occurred, it cannot be reversed, nor can an organism imprint on anything else; imprinting has consequences, both for short term survival, and in the longer term forming internal templates for later relationships.
EX: Lorenz's ducklings

Bowlby's attachment theory

children are biologically predisposed to develop attachments with caregivers as a means of increasing the chances of their own survival - attachment is a goal-corrected system instead of an instinctual behavior

internal working model of attachment

The child's mental representation of the self, of attachment figure(s), and of relationships in general that is constructed as a result of experiences with caregivers. The working model guides children's interactions with caregivers and other people in infancy and at older ages

Ainsworth Strange Situation

a sequence of staged episodes that illustrates the strength of attachment between a child and (typically) his or her mother.
experiment found 4 types of attachment:1. Secure attachment (B)2. Insecure-Avoidant (A)3. Insecure-Resistant (C)4. Insecure-Disorganized (D)

Activation Relationship Theory (Role of Different Gender Parents)

theory that children's feelings of confidence result from parental encouragement of risk taking during children's exploration of their environment, with parents protecting their children through discipline (limit setting, control)
Father's play more significant role than mothers do.

Environment and Attachment Type

- Attachment is culturally related (US and British Infants vs. Japanese Infants)- Parents' early experience- Parent's sensitivity to the infant's cues

Emotional Intelligence (EI)

a form of social intelligence that emphasizes the abilities to manage, recognize, and understand emotions and use emotions to guide appropriate thought and action

7 Principles of Emotional Intelligence

1. EI is a mental ability2. EI is best measured as an ability3. Intelligent problem solving does not correspond neatly to intelligent behavior4. A test's content - the problem solving area involved - must be clearly specified as a precondition for the measurement of human mental abilities5. Valid tests have well-defined subject matter that draws out relevant human mental abilities6. EI is a broad intelligence7. EI is a member of the class of broad intelligences focused on hot information processing

Four Branch Model of Emotional Intelligence

A model that outlines what an emotionally intelligent individual does:1) manages emotions so as to attain specific goals2) understands emotions and emotional language3) perceiving emotions accurately in oneself and others4) using emotions to think

5 basic emotional and social competencies (Goleman)

1. self-awareness2. self-regulation3. motivation4. empathy5. social skills

Self-Awareness

"Who am I? What can I do? What is my public image?"
Knowing what we are feeling in the moment, and using those preferences to guide our decision making; have a realistic assessment of our own abilities and well-grounded sense of self-confidence.
*Most fundamental component in the EI*

Counterclockwise Experiment (Ellen Langer)

Study in which eight elderly men lived in a residential retreat that recreated the social-physical environment of 1959.After one week sequestered in this virtual 20-year journey back in time, all eight participants showed marked improvements in their hearing, memory, dexterity, appetite, and general well-being.

Self-Efficacy

An individual's belief that he or she is capable of performing a task.

Roger Bannister

Broke the 4-minute mile barrier

Pygmalion effect

higher expectations lead to an increase in performance

Rosenthal and Jacobson Study

Aimed to test the existence of the Pygmalion Effect in schools.Found that those students randomly assigned to the "bloomer" group made larger gains at the end of the year than the "average" students.

Self-Regulation

Handling our emotions so that they facilitate rather than interfere with the task at hand; being conscientious and delaying gratification to pursue goals; recovering well from emotional distress.

Marshmallow Test

4 year old given choice take marshmallow now or wait 10 minutes, until researchers returns, and have 2.
At age 18, group who took marshmallow was more irritated, had more fights, still couldn't delay gratification. Second group, ones who waited, had 210pt advantage on SAT's, more popular, could still delay gratification

Self-Motivation

Using our deepest preferences to move and guide us toward our goals, to help us take initiative and strive to improve, and to persevere in the face of setbacks and frustrations

Self-Determination Continuum

amotivationexternal regulationintrojected regulationidentified regulationintegrated regulationintrinsic motivation

Empathy

Sensing what people are feeling, being able to take their perspective, and cultivating rapport and attunement with a broad diversity of people

Roots of Empathy

a classroom program that claims to have dramatic effect in reducing levels of aggression among schoolchildren by raising social/emotional competence and increasing empathy.

Social Skills

Handling emotions in relationships well and accurately reading social situations and networks; interacting smoothly; using these skills to persuade and lead, negotiate and settle disputes, for cooperation and teamwork.

Growth Mindset

the idea that our abilities are malleable qualities that we can cultivate and grow

Fixed Mindset

the idea that we have a set amount of ability that cannot change

Skill-Based Model

competencies, individual attributes, leadership outcomes

3 Components of Self-Concept

material self, social self, spiritual self

Material Self

The element of the self reflected in all the tangible things you own.

Social Self

Your concept of self as developed through your personal, social interactions with others.

Spiritual Self

concept of self based on thoughts and introspections about personal values, moral standards, and beliefs

Duality of self (William James)

- Self as *object* that can be observedI have property X"me"
- Self as *agent* doing the observingSelf as the perceiver or knower"I"

Self-Esteem

how much you value, respect, and feel confident about yourself

William James' Math Formula of Self-Esteem

Self-Esteem = success ÷ pretensions (entitlement or expectations)

Aspects of Self

1. Body image and self2. Self Efficacy: understanding what I can do- fixed intelligence: entity theory- malleable intelligence: incremental theory3. Self Value

Sigmund Freud: Id, Ego, Superego

1. Id: Primal desires, Basic nature. Meeting basic needs.2. Ego: reason and self-control. Dealing with Reality.3. Superego: The quest for perfection, adding morals.

Self-Awareness is developed by ___ months

18

Robert Kegan's Constructive Development Theory

1st Order: Impulsive Mind2nd Order: Instrumental Mind3rd Order: Socialized Mind4th Order: Self-authoring mind5th Order: Self-transforming mind

Perceived Containment

Children's beliefs about adults' capacity to impose firm limits and to prevail if there is a conflict in goals

Prosocial Behavior

behavior that is intended to benefit other people when the behavior has no instrumental benefits for the actor

Antisocial Behavior

actions that are deliberately hurtful or destructive to another person
Study in New Zealand found that children who exhibited a *lack of control* in early childhood more likely than other children to exhibit antisocial behavior - early personality doesn't determine antisocial by itself.

Features of Prosocial and Antisocial Behaviors

1. integrate intentions2. culturally related3. representing two poles on a same dimension

Piaget Two Moral Stages

Heteronomous Stage and Autonomous Stage

Heteronomous Stage

(

Autonomous Stage

(10\> years old) Children begin to understand behaviors or right and wrongIndividuals construct/reconstruct their perceptions of the world based on their interactions with environment and others.

Kohlberg's Stages of Moral Development

6 identifiable developmental stages of moral reasoning which form the basis of ethical behavior:
(Level 1) the pre-conventional1. Obedience and punishment orientation2. Instrumental Morality
(Level 2) Conventional3. Interpersonal normative morality4. Social system morality
(Level 3) the post-conventional5. Human rights and social welfare morality6. Universal ethical principles

In Kohlberg's dilemma about Heinz stealing a drug, someone who indicated that it was OK for Heinz to steal the drug because it was his duty to protect his wife's life, given his marriage vows, would be classified as:

Interpersonal Normative Morality

Physical Maturation vs. Psychology Maturation

1. Physical maturation - secondary sex characteristics are the physical characteristics of body maturation
2. Psychology maturation- egocentrism vs. decentering

Egocentrism vs. Decentering

- Egocentrism is the perception of one-self at the center of the world
- Decentering is gaining some objectivity over one's own POV, reducing the dominance of one's subjective perspective in the interpretation of events

Pre-Frontal Cortex not developed fully until __ years old.

25

Stanley Hall's Theory

each individual retraces the historical record of his/her species development in his/her own growth

ontogeny vs phylogeny

ontogeny- development of an organism
phylogeny- evolutionary history of a population

Kurt Lewin's Field Theory

suggests that behavior is determined by complex interactions. all internal and external forces and their relationships to one another.
B = F(P,E)
B - BehaviorP - PersonE - Environment

Baumrind's Parenting Styles

authoritarian (low R, high D)authoritative (high R, high D)indulgent (high R, low D)neglectful (low R, low D)

dimensions of parenting styles

responsiveness and demandingness

Two Variants of Authoritative Parenting

Democratic and Directive

Democratic-Authoritative Parent

Parent that believes children learn best when from accepting the results of their actions and have some input in setting rules and limits.

Directive-Authoritative Parent

Parents that are demanding but somewhat less responsive and autonomy-supportive than authoritative parents

Tiger Parenting

a term which refers to the process of strict or demanding parents who push and pressure their children to be successful academically by attaining high levels of scholastic and academic achievement

committed compliance

Kochanska's term for wholehearted obedience of a parent's orders without reminders or lapses

situational compliance

Kochanska's term for obedience of a parent's orders only in the presence of signs of ongoing parental control

Intrinsic Motivation

a desire to perform a behavior effectively for its own sake - developed over time
*Components*- autonomy: self-governing- competence: well-qualified, capable, aka self-efficacy- relatedness: support and affirmation from peers

Extrinsic Motivation

a desire to perform a behavior to receive promised rewards or avoid threatened punishment

External Regulation

individual is motivated by external forces such as pressure from others
EX: a child acts because he is coerced by parents

Introjection

type of internal regulation that is the process of performing an action with the feeling of pressure in order to avoid guilt/anxiety or to attain ego-enhancements or pride.

Identification

an autonomous or self-determined form of extrinsic motivation
EX: child memorizes spelling lists because he sees it as relevant to writing, which he values as a life goal, has identified with the value of this learning activity.

integrated regulation

the process of engaging in a behavior in order to confirm one's sense of self - this occurs through self-examination and bringing new regulations into congruence with one's other values and needs.

Self-Determination Theory

a theory of motivation that is concerned with the beneficial effects of intrinsic motivation and the harmful effects of extrinsic motivation

3 Basic Components of Self-Determination Theory

Autonomy, Competence, Relatedness

Attachment Parenting

A caregiving approach stressing the value of prolonged breast feeding, continuous "skin to skin" contact, and other strategies designed to promote intense parent-child bonding during the early years of life.
Baby Bs - bonding, breastfeeding, baby wearing, bedsharing, and boundary building.

left-behind children in china

In 2017, 69 million children left behind in rural hometowns while parent work in urban areas

parentification

When a child acts more like a parent than a child. This may occur if the actual parents do not act as caregivers, making a child feel responsible for the family.

Etic

approach of studying a culture's behavior from the perspective of an outsider

Emic

approach of studying a culture's behavior from the perspective of an insider

Cultural Rite

A ceremony in which the actions and wording follow a prescribed form and order.

4:2:1 Ratio in China

4 grandparents, 2 parents, 1 child

Ecological Systems Theory

views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment
Individual \> Microsystem \> Mesosystem \> Exosystem \> Macrosystem

Microsystem

consists of institutions and groups that immediately and directly impact the child's development
EX: family, school, religious institutions, neighborhood, and peers

Mesosystem

Consists of interconnections between the microsystems
EX: Connection between family and teachers or between the child's peers and the family

Exosystem

consists of social settings that do not contain the developing person but nevertheless affect experiences in immediate settings
EX: a child's experience at home maybe influenced by their parent's experiences at work. A parent might receive a promotion that requires more travel, in turn increases conflict with other parent, resulting in changes in their patterns of interaction with child.