Developmental Psychology 2

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Nativists

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Chomsky, Pinker

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Behaviorists

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Skinner

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Interactionists

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Bowerman, Bloom

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Nativist-Chomsky

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Grammar acquired before exception mastery

Rule governed errors made (overregulation)

Comprehension and production guided by the LAD

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LAD

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Language Acquisition Device; an innate language processor whichcontains the basic grammatical structure of all human languageRule-governed grammatical errors: almostall three-year-oldsoverregularize thepast tense of verbs.

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Dan Slobin

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"soundness"

infants programmed to attend beg. and end. of sounds.

Programming not attached to verbs or nouns, but attention to sounds.

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Behaviorism

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Children change output based on reinforcement.

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Interactionist

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•Languagefollows rules as part of cognition.

•Languageincludes internal and external factors.

•Infantsare born with biological preparedness to pay more attention to language

•Theinfantbrain has generalized tools used across all cognitive domains—NOTlanguage-specific neurological model.3

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Melissa Bowerman

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words communicate meaning that children already have.

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Infant Directed Speech

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Higher pitch, repetitions with variations, infant preferred.

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8 mos of age

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babies begin to store words in memory

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9 mos-10 mos of age

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babies typically understand twenty to thirty words.

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13 mos of age

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babies typically understand 100 words.

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Babble

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vowel and consonant combos. 9-10 mos, only sounds in own language.

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combinations of gestures and babble

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asking for things

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first words

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12-18 mos

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Holophrases

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12-18 mos, combining a single word and gestures to make a complete thought.

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Sentences

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short-appear at 18-24 mos. Vocab reaches about 100-200 words. Following rules created.

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Expressive style

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•Earlyvocabulary is linked to social relationships rather than objects.

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Referential style

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•Earlyvocabulary is made up of the names of things or people.

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Frued

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Psychosexual stage related to infant attempts at needs satisfaction; oral stage, mother-child symbiotic relationship, nursing fixation.

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Erikson

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Psychosocial stage in which attending to an infant needs and social development is important; trust vs. mistrust, the relationship goes beyond feeding.

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Synchrony

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•opportunityfor parent–infant development of mutual, interlocking pattern of attachment behaviors

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Attatchment

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emotional bond in which a person's sense of security is bound up in the relationship. Strong emotional bond making is innate. Bonds are maintained by instinctive behaviors that create and sustain proximity.

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Social referencing

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starts around 10 mos; uses cues from caregiver facial expressions, helps to figure out novel situations, helps to learn to regulate emotions.

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Insecure/avoidant attachment

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mother rejects or regularly withdraws from infant, mother is overly intrusive or over stimulating.

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Insecure/ambivalent attachment

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the primary caregiver is inconsistently or unreliably available to the child.

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Insecure/disorganized attachment

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Likely when the child has been abused, or when the parent has unresolved childhood trauma.

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When family environment or life circumstances are consistent

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the security or insecurity also remain consistent.

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When the child's family changes

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the attachment may change (divorce)

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Attachment Stability

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Dependent on consistency of child's life circumstances, influenced by major upheavals, internal models elaborated from one year until the age of 4 or 5

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Emotional availabiility

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caregiver is able and willing to form an emotional attachment

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Contingent responsiveness

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caregivers who are sensitive to the child's cues and respond appropriately

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Secure attachment

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need both contingent responsiveness and emotional availability. Economically or emotionally distressed parents may be too distracted by their problems which prevents the investment of emotions in the parent-infant relationship.

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Personality

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stable patterns of responding to environment

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Temperament

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basic behavioral and emotional predispositions

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Subjective self

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awareness by the child that he is separate from others and endures over time. 2-3 months self as an agent, social smile. full by 8-12 months.

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Objective self

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a toddler comes to understand that he is an object in the world; the self has properties, such as gender.

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Children's Drawing

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Earlytraining can accelerate the rate at which children learn school-relatedfine-motor skills.

Olderchildren benefit more from training than younger children do.

Learningto write letters aids in letter understanding.

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Corpus Callosum

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bridges the right and left hemispheres of the brain.

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Handedness

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emerges between 2 and 6 years

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Myelinization

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hippocampus-long term memory

reticular formation-attention

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Abuse

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child abuse is physical, or psychological injury resulting from an adult's intentional exposure of a child to potentially harmful; stimuli, sexual acts, or neglect

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child abuse characteristics

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physical or mental disabilities, difficult temperaments, age.

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child abuseR characteristics

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depressed, lacking in parenting skills and knowledge, history of abuse themselves, substance abusers, live-in male partners.

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Family Stress

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poverty, unemployment, inter-paternal conflicts, the presence of several factors in combination increases the likelihood of abuse.

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Piaget-preoperational stage

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increased proficiency of symbol use (models, maps, graphic symbols)

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Centration

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the tendency to think of the world one variable at a time, use of animism, belief that inanimate objects are alive.

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Egocentrism

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the child't tendency to view things from his or her own perspective, guided by object appearance, may create frustration in communication.

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Conservation

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understanding that change in appearance can occur without change in quantity. succes based on 3 characteristics of appearance only matter transformation: identity, compensation, reversibility.

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Flavell's perspective-taking ability levels

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level 1-the child knows that others experience things differently, ages 2-3

level 2 -the child develops a series of complex rules to figure out precisely what the other person sees or experiences, ages 4-5

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Theory of mind

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understanding thoughts, beliefs, and desires.

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Short term storage space

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working memory

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operational efficiency

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number of schemes that can be processed in working memory at one time

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information processing

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metamemory and metacognition, learning about learning

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grammar explosion

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the period in which the grammatical features of child speech become more adult like

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Phonological awareness

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a child's sensitivity to sound patterns that are specific to a language

awareness of sounds represented by leters

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psychological self

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a person's understanding of his or her enduring psychological characteristics

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self-efficacy

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an individual's belief in his or her capacity to cause intended events. Social comparisons, encouragement from valued sources, actual experiences.

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Self-esteem

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discrepancy between what one desires and perceived achievement, perceived support from important people.

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moral reasoning

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Piaget/ judgments about the rightness and wrongness of specific actions, moral realism and relativism.

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moral reasoning

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the process of making judgments about the rightness or wrongness of specific acts.

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moral relativism

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realization that rules can be changes if all agree.

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gender self-segregation

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most important variable in selecting friends and isn't influenced by parents

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Patterns of aggression

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physical aggression declines-verbal aggression continues to increase-anger increasingly disguised-aggression increasingly controlled-gender differences over time

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Relational aggression

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aimed at damaging another person's self-esteem or peer relationships. Ostracism or threads of ostracism, cruel gossip, or facial expressions of disdain.

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retaliatory aggression

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aggression to get back at someone who has hurt you

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social status

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an individual child's classification as popular, rejected, or neglected

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popular children

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attractive and physically larger

positive, supportive, and nonaggressive social behaviors

regulate emotions

perceptive and empathetic

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withdrawn/rejected children

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realize they are disliked by peers

eventually give up trying for peer acceptance and become socially withdrawn

experience feelings of lonliness

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aggressive/rejected children

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disruptive and uncooperative, but think peers like them

unable to control expression of strong emotions

interrupt peers more and fail to take turns

boys may be rejected for aggression, or it may make them more popular.

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effects of poverty

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stress, chaos, lower IQ

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6-8 years

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brain increases in the sensory and motor cortex

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10-12 years

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frontal lobes and cerebral cortex add synapses

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spatial perception lateralization

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helps with activities such as map reading, improves learning math concepts and problem solving

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spatial cognition

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ability to infer rules from and make predictions about movements of objects in space

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Concrete operational stage

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able to think logically about concrete concepts,, but have difficulty understanding abstract or hypothetical concepts

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School-aged children

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Understand rules that govern physical reality, distinguish between appearance and reality, utilize a set of powerful schemas

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decentration

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taking multiple variables into account

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reversibility

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mentally undoing a physical or mental transformation

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inductive logic

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moving from personal experience to a general principles good at manipulating things that can be seen and touched

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horizontal decalage

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applying new thinking to all kinds of problems

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conservation

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the ability to logically determine that a certain quantity remains the same despite adjustments to its container, shape, or apparent size

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Concrete operations as rules for problem solving

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Siegler

cognitive development consists of acquiring a set of basic rules applied to broader ranges of problems

movement from one rule to the next requires experience

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Processing efficiency

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•theability to make efficient use of short-term memory capacity•

Majorcomponent of cognitive growth

•Increasesspeed of cognitive processing

•Changevalidated with cross-cultural research

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Automaticity

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•theability to recall information from long-term memory without using short-termmemory capacity

Freesup short-term memory space for more complex processing

Achievedprimarily through practice

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Executive processes

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information-processingskills allowing a person to devise and carry out alternative strategies forremembering and problem solving

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Metacognition

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"thinking about thinking" memory strategies

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Expertise

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•theamount of information possessed improves information processing •Categorizeinformation in complex and hierarchical ways•Stirscapacity for creativity•Chiresearchx

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literacy

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•abilityto read and write•Phonologicalawareness•Abalanced approach utilizes systematic and explicit phonics instruction.•Sound–symbolconnections and explicit language mechanics instruction•Curriculumflexibility

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Poor readers

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Have problems with sound-lettercombinationsBenefit from highly specific phonicsapproachesMay need multiple teaching approaches tohelp catch upm

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Limited English proficient

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•(LEP):Limited ability to read, write, speak, or understand Englishco

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English language learners

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•(ELL):Limited English proficiency prevents full participation in regular educationclasses.

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multiple intelligences

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Howard GardnerIntuitively appealing, but the theory has littleempirical support.

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triarchic theory

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Robert SternbergContextual intelligenceExperiential intelligenceComponential intelligenceE_vh0')http://c0http://s

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emotional intelligence

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Daniel GolemanChildren’s control over emotions in earlychildhood is strongly related to academic achievementPPҤi`?xEЖ^5

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Linguistics

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Howard gardner, using language effectively

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logical-mathematical

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gardner, numbers and logical problem solving

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musical

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gardner, appreciation and production of music

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spatial

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gardner, works of art and paintings

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bodily kinesthetic

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gardner, the ability to move in a coordinated way

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naturalist

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gardner, fine discriminations among plants and animals

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interpersonal

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gardner, sensitivity to the moods, behaviors, and needs of others

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intrapersonal

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the ability to understand oneself

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contextual intelligence

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robert sternberg, knowing the right behavior for a particular situation

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experiential intelligence

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sternberg, measured by IQ tests, how familiar a child is with the school culture

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componential intelligence

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sternberg, a person's ability to come up with specific strategies

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emotional intelligence

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Awareness of one’s own emotions Theability to express one’semotions appropriately The capacity to channel emotions into thepursuit of worthwhile goals

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ethnic differences

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•Problemsassociated with economic status; access to prenatal care; family stability4LRE

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style differences

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•Analytic – Definelearning goals and follow orderly steps to reach them•Relational Focus attention on the “bigpicture”instead of individual bits of information

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cultural differences

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•U.S.children are significantly behind their industrialized nation peers in math andscience.•NorthAmerican parents emphasize innate ability; Asians emphasize hard work.•Teachingmethods vary.•Studiesmay be measuring surface rather than subtle variations.

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learning disabilities

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•difficultyin mastering a specific academic skill, most often reading, despite possessingnormal intelligence and no physical or sensory handicapsI9$*o} G&