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23 Cards in this Set
- Front
- Back
What is the Nature vs Nurtre Perspective (language)?
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Nature:
- are we born with the ability to learn language? - Evidence for nature argumen: * Species Specific: only humans have the highest ability to learn language. * difficult to 'get wrong' * Sequence: everyone learns language the same time and same way *Anatomy: larynx- vocal tract Inspired: Noam Chomsky's research Nurture: -do we rely on our enviorment to learn language? - Importance of nurture: * babies must hear speech to learn sounds and syllables. * parents must speak correctly around kids * intonation and stress - focused on enviorment (learning language from hearing parents speak); and language being reinforced by parents. |
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Noam Chomsky's (research) terms
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1. Universal Grammar:
-a system of common rules and properties for learning any of the world's languages. 2. Language Acquisition Device (LAD) : - exposure to language will activate the LAD. - the LAD sifts through language, applies the universal rules, and begins tailoring the system to the specifics of the language spoken in the young child's enviorment. 3.Computations: - we can create an infinate number of sentences. |
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Steven Pinker's (research) terms
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1. Memory:
- a lexicon of words to represent entities. 2. Combination Grammar: -a recipe or rules for bringing words together in a way that gives them meaning. |
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What are the stages of 'early experience' (with language)?
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- social deprivation
- second language learning - brain damage in early life |
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Describe the stages of early experience (language).
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- social deprivation:
* example 'Genie' * when a child is deprived from social interaction with other people. - Second Language Learning: * learning a second language at an early age. *children that learn a second language has better cognitive complexity. * knowlege base build more efficiently - Brain Damage in Early Life: * children regain abilities better than adults. * children with mild TBI: - 3 to 7 yrs : has some memory problems - 6 months afterwards: no impairment on grammatical or lexical development. |
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Describe the milestones of language in infancy?
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1. coo:
*repeating vowel sounds such as "oooohh" and "aaahh" * 6-8 weeks * babys usually coo when they are content or in response to a happy voice. * baby's don't understand language at this age, just the melody of speech. 2. Babbling: * 3-4 months * repeating consonant-vowels combinations such as "baba" or "dadadada". * babies repeat these sounds bc they sound good 3. Joint Attention: * can be called social eye gaze- when two ppl looking at the same thing (pointing and naming someone or something, this helps the baby learn) * 9-18 months 4. First Word (holophrase): * an entire word conveys a an entire sentence worth of meaning. (ex: a baby's first word 5. Vocabulary Spurt: * when the child knows 30-50 words (increase in word learning, high motivation) * 18 months 6. Telegraphic Speech- * early combination of two, three, or more words. (they are not just random words) |
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What are the milestones of language in infancy? (short list)
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- coo
-babbling -joint attention -first word -vocabulary spurt - telegraphic speech |
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self concept
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your perceptions, positive or negative, or your unique attributes and traits as a person. (what we think about ourselves)
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Erikson's: Forging a sense of Identity
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- he discussed this as the major challenge of adolescence.
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Marcia's theory/designations/features
(career wise/future) |
- Diffusion:
no crisis, no committment (disengagement) -Moratorium: crisis, no committment (obedient to authority) -Foreclosure: no crisis, committment (obedience to authority) -Acheivement: crisis completed, committment (higher concept attainment, realism, persistence) |
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Possible Selves
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- Ideal:
what you would like to be or do -Actual: who you are at the moment -Ought: what you should be or do |
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Ethnic Identity
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a sense of personal indentification with an ehtnic group and its values and cultural traditions.
- positive links btw ethnic ID and well being - Kiang did a study on 9th graders from Chineese and Mexican backgrounds, they kept a diary and were documented. |
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Self- complexity
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- important aspect of self-development
-defined by more than one thing - |
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Being realistic about the self
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- important part of self-development
- false hope syndrome: its very difficult to change dramaticall (Ex: smoking drinking, gambling, dieting) |
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Suitable Mentors
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-Reasearch was done by 'Lockwood':
*done with college students *told stories about impossible acheivers vs. relatable acheivers * self- rating on different objectives * explanations for their reasoning * relatable acheivers: inspiring * impossible achievers : lack of connection, dignation (belittling comment, defensiveness) * effects occurr only in domain: relevant situation |
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Influences on Identity Formation
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- cognitive growth: formal operations
- Relationship with parents : questioning but supportive - Experience Outside the home: being at college: friends that challenge you - Broader Cultural Context : more to life than what you have know |
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Mildstones of the self in childhood
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- At first :
concrete descriptions based on physical appearances or preferences -Social identities and social comparisons -Self-esteem (susan Harter): judgement of your own worth as a person |
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Self- esteem
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your overall evaluation of your worth as a person, high or low, based on all the positive and negative self- perception that make up your self-concept.
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Debate about self-esteem and its importance (research)
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-'Baurmister':
he believed that ppl need to look more into developing self-esteem and that it may not be all its cracked up to be. - The Truth about self-esteem: * good school performance = high self-esteem * good job performance= high self-esteem - High self-esteem: * associated with enhanced intitiative (persistence) and pleasant feelings (happiness) * can mitigate the effects of stress * leadership - if your self-esteem is too high it could be delusional or psychological. - Low self-esteem: * leads to depression * deliquent behavior * as likeable with high self-esteem as successful as those with high self-esteem (?) overall message: - its not good to have self-esteem thats too high - unconditional positive reguard may not be the way to go - use self-esteem as a reward and not an entitlement - promote self-efficacy( percieved capability; not the same as self-worth) |
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The curse of the self
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- Mark R. Leary
- ex: do you analyze yourself too much?, do you have test anxiety?,do you get down on yourself easily? |
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Quieting the Self
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- don't believe everything that you think
- don't think negatively about yourself |
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Self- comparison
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- Self- comparison:
* don't compare yourself to others and don't down yourself too much - don't let negative thoughts overpower you |
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Importance of Attachment Relationship
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- emotional (pleasure, self- regulation)
- Social : (communication with others) - Physical/ physiological: (basic needs, hugging, kissing, touching) - cognitive (learning, representation) |