PSY Exam 3

Explain what language is and what are some of the elements of it

language is Symbolic

Phonology- Structured

• Syntax & Grammar

\-Meaning

• Semantics • Pragmatics

what a phoneme is and how babies use phonemes

Basic building block of language

English, 45 phonemes; other languages different #s have no meaning alone - but alter meaning

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"full speaking" - i.e. In what order do children USE language

2 months-cooing

6 months-babbling

8-11 months- babbling includes intonation

1 year-first words appear

fast-mapping

These are three ways that children QUICKLY learn the meaning of new words:


1. Mutual Exclusivity
2. Direction of Gaze\*
3. Emotional Response

these two ways require being able to to "read people" for this to happen - so possibly related to Theory of Mind

2. Direction of Gaze\*
3. Emotional Response\*

common errors children demonstrate with regard to language usage

Over- and underextensions (ages 2-3)•

• Overregularization (ages 3-4) •

• Refining skills (ages 5+)

• Metalinguistic awareness: appreciating literal v. implied meaning (makes sarcasm & irony possible)

two approaches to grammar learning that theorists create

Biological influences states that cognition is separate from language

cognitive approach states that cognition is the big thing and language is just apart of it

Williams Syndrome and why we discussed it in light of language

rare genetic disorder characterized by mild to moderate delays in cognitive development or learning difficulties, a distinctive facial appearance, and a unique personality

language skills support the idea that language and cognition are separate

what emotions are and what purpose they serve

subjective feeling• physiological change • overt behavior

• Important functional value• adaptive - motivates us, energizes us, alerts us • communication - important in newborns

• facial recognition & display rules

what basic emotions are and why it is argued that they are "basic"

experienced by everyone

Watson: fear, anger, love

Lewis: generalize to pleasure and distress

General list: fear, surprise, anger, disgust, happiness, sadness

how emotions are social in nature

Its all in your expression

Social Smiling

Crying

Basic/Anger/Pain

Display rules

how children develop more complex emotions and what those are

4-6months-distress/anger

6-9months-stranger wariness/fear

18-24months-guilt,pride,embarrassment

7years and on- regret, worry, more fear

8 years and on- can be happy and sad at the same time

display rules

Stage-like development of recognizing emotions in others and expressing emotions in social settings

ex) someone give you a bad gift

social referencing and explain how this is tested with the still face procedure

social referencing-use information from others to regulate own behavior:examples: visual cliff, falling down

when the mom doesn't display any emotion or react to their baby

what temperament is

Aspect of personality including behavioral style, emotional expressiveness and responsiveness to stimulation.

Biologically based, fairly stable

• includes: activity level, becoming upset easily, sociability, reaction to the unusual

Theories of Temperament:Thomas & Chess

nine dimensions: sociability, adaptability, mood, intensity, distractibility, persistence, rhythmicity, reactivity, activity

• three patterns: • easy

• difficult• slow-to-warm up

Theories of Temperament:Jerome Kagan

Inhibited vs Uninhibited

• Physiological measures - neuro differences (video)

Theories of Temperament:Rothbart & Bates

three dimensions

• surgency/extraversion, negative affect, effortful control

developmental trajectory of temperament and Kagen's evidence that supports the idea that temperament is stable

4-8 months

Inhibited babies=adults who respond strongly to unfamiliar stimuli

newborns who cry a lot= 5months who cry in stress

Longitudinal evidence= the experiment when the kids come in and they ask them questions

what temperament may influence in other areas of children's lives

school success

peer interactions

compliance with parents

depression

Environmental influences

Attachment (Bowlby)

Evolutionary perspective-for survival  \n phase 1:pre attachment=birth 6-8 weeks \n phase 2:forming attachment=6-8weeks-6-8months \n phase 3:true attachment=6-8months to 24months \n Stranger anxiety and separation anxiety \n phase 4: reciprocal relationships=24months-

Attachment (Ainsworth)

an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation(individual differences in quality of attachment+Strange Situation

Strange Situation and what styles Ainsworth labeled

examine different behaviors• Securely attached - Type B (70% US) • Insecure \n Type A 15-20% US - Insecure avoidant (avoidant) \n Type C 10-15% US - Insecure resistant (clinger) \n Type D 5% US - Insecure disorganized \*\*\*very strange behaviors\*\*\*

why mom's style is so important to attachment and what this means in terms of reciprocal socialization

Sensitivity to needs \n Moms are more sensitive than dads overall \n BUT mom and dad are equally sensitive to sons \n Parental Style= sensitivity to child \n Child Temperament/Reciprocal socialization/Culture!

Describe Piaget's theory of moral reasoning

Children's games & moral dilemmas - who was "naughtier" • Cognitive changes

Explain the changes that occur in children's understanding of rules and punishments according to Piaget

2-4 years - no real concept of morality; games have few formal rules \n 4-7 years - rule following emerges; very absolute manner/ heteronomous morality/object responsibility immanent justice \n 7-10 years=realize rules are agreements created by people; personal autonomous decision to follow them \n • begin moral relativism - take other factors into account \n beyond age 10 \n • autonomous morality \n • capable of developing new rules; extend beyond personal to political, societal, etc

describe the levels and stages of Kohlberg theory of moral reasoning

Level 1= Pre-conventional=values in external events  \n stage 1: punishment avoidance  \n stage 2:getting what you want/trade off \n Level 2= Conventional=performing right roles \n stage 3: meeting expectations of others \n stage 4: fulfill duties and upholding the laws \n Level 3= Post-conventional= shared standards/duties \n stage 5: sense of democracy and rules  \n stage 6: self-selection of universal principles

Kohlberg identified the stages someones in

Level 1=Children Many adolescents Some adults \n Level 2=Most adolescents and Most adults \n Level 3= Some adults over 25

Criticisms about Kohlberg

\-cognition does not always result into moral reasoning \n -Evidence that interaction/discussion with others who score higher can lead to change in reasoning \n -thought vs. behavior= not always tied together \n -culture= compassion vs justice \n Kohlberg didn't value family impact on moral reasoning

Carol Gilligan's Criticisms about Kohlberg

gender differences due to standards being so different to how female thinks \n females trained to be more nurturing, caring ,empathic \n Yet data doesn't support Gilligan's premise

Three different fast mapping methods

Mutual Exclusivity

2\. Direction of Gaze\* \n 3. Emotional Response\*

Chomsky

Linguist \n Theoretical ideas of a \n 1) Language Acquisition Device (LAD) \n 2) Universal Grammar (UG) \n Brain science supports this \n Only humans learn grammar

Werker

can hear them all to start \n • skill diminishes across first year of life \n • start to cut out the sounds not in the language you hear most often

Pettitio

babbling is key to practicing the sound units of language \n • "babbling" in sign language is practicing the units of language \n • language learning follows same sequence - whether spoken or gestures

Chomsky crucial pieces

Production and comprehension

Kagen crucial piece of temperament

• Inhibited vs Uninhibited

• Physiological measures - neuro differences (video

Interactions synchrony

Process of mimicking or mirroring someone's communication behavior

Syntax

Correct usage of language depending on context

Which of following is not a characteristic of child-direct speech

Fast tempo

The baby cries when the mom drops her off at the baby soirées and this is called

Separation protest

Low activity level, negative, low intensity mood

Slow-to-warm up

Observation measure to see attachment by Mary ainsworth

Strange situation

She goes to take a cookie, without her mom and turns thinking she is right there and punish her

Immanent justice

Least important influence on a child's movement through moral stages from kohlberg

Directions from parents

Gilligan's central criticism of kohlberg is that

Reflects a gender bias

infant-directed speech and why we use it

infant-directed speech communicates emotions effectively and helps establish a bond between caregiver and infant. babbling practices the sound of language