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Definition
| The processing of basic information from the external world by sensory receptors in the sense organs and brain (smell, touch, taste, etc) |
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Definition
| The Process of Organizing and interpreting sensory information about the objects, events, and spatial layout of our surrounding world |
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Term
| preferential looking technique |
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Definition
| A method for studying visual attention in babies. It involves showing infants two patterns or two objects at the same time and observing which one of the objects they like better. |
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Definition
| The sharpness of visual discrimination. being able to discriminate images |
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Definition
| Sharpness of Infant Visual Acuity starts at 8 months. It becomes full adult by 6 years. |
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Term
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Definition
| Newborn color vision is limited at first but become similar to adults by 2-3 months |
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| True or False, infants see the world the same as adults? |
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Definition
| FALSE. Visual acuity and color not established! |
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Term
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Definition
| Repeatedly showing an infant with something. When he declines a response to it, it means he is bored with it and officially knows what it is! |
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Term
| True or False, Discrimination entails perception? |
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Definition
| FALSE. Discrimination, or the ability to tell things apart, has nothing to do with a babies preference to it! |
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Term
| Infants recognize and prefer own mothers faces after _______ of exposure |
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Definition
| after 12 hours of exposure! |
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Term
| Infants typically prefer (male/female) faces? |
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Definition
| Female! Unless the primary caregiver is male |
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Term
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Definition
| A study done to see if there is an attractiveness bias for babies! It found that babies look at attractive people longer and have more interactions with them! |
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Term
| By _____ Months, infants can distinguish between facial expressions |
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Definition
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Term
| By ______ months, infants prefer smiling faces |
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Definition
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Term
| Perceptual Narrowing in Face Processing |
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Definition
| babies who are 6 months old have no problem distinguishing between different monkey Faces! However, by 9 months they cannot. This is because adults and 9 month olds have a difficult time with monkey faces because they have pruned away the ability to do so, as the mind only does so for human faces! It "narrows" our perception of monkey faces to where we only need to see 1 to see a monkey, but we cant tell a real difference |
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Term
| _____ month olds can integrate separate elements of a visual display into a pattern |
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Definition
| 2 month olds can! They can see a visual stimulus and separate the parts of it, like in faces! |
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Definition
Kids by 7 Months old can see the square! This is the idea of forming the square together from the pieces around it!
___ ___
___ ___ |
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Term
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Definition
| The perception of objects being constant size, color etc. despite physical differences in the retinal image of the object |
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Term
| ______ year olds show size constancy |
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Definition
| Newborns do! (approx 2 days old). Newborns show the ability to distinguish two things by size, and thus have size constancy. Babies were shown a small and big cube at different distances. Even though these distances made seeing them the same, the babies still distinguished them! |
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Term
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Definition
| Being able to identify different objects in a visual array! |
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Term
| _____ is very important to object segregation |
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Definition
| MOVEMENT! Babies see something move and are able to distinguish whatever is moving as a single object, and thus understand things around it are different objects |
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Term
| Adults also use _____ to aid in object segregation |
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Definition
| Common Knowledge (EX gravity) helps adults in segregating between objects. When babies dont have this they use movement! |
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Term
| Auditory Processing is not adult like until age _____ |
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Definition
| 5 or 6! It needs that long to develop! |
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Term
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Definition
| The ability for babies to locate sounds in space. They do so by being able to turn to a sound source and locate where its coming from |
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Term
| True or False: Infants are proficient in perceiving subtle differences in human speech |
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Definition
| TRUE. Babies are great at doing so because their mind has not "pruned" away language seperations of other languages than their native dominant one. Babies are able to hear the differences in words when people speak Chinese, but adults cant! |
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Term
| True or False: Infants are proficient in perceiving subtle differences in human speech |
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Definition
| TRUE. Babies are great at doing so because their mind has not "pruned" away language seperations of other languages than their native dominant one. Babies are able to hear the differences in words when people speak Chinese, but adults cant! |
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Term
| Do babies have music preference? |
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Definition
| YES! Babies share strong preferences to music like adults do. They like certain sounds! |
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Term
| Do babies show habituation in music? |
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Definition
| Yes they do! In addition to having preferences to sound, the babies over time will become "bored" with certain sounds/ songs, by not showing a specific response to it. This shows that they recognize the sounds and have learned it |
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Term
| When does sensitivity to taste and smell develop? |
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Definition
| This develops before birth! In the amniotic sac! Babies are exposed to taste and smells from mother |
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Term
| By _____, infants can differentiate the scent of their mothers from that of other women |
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Definition
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Term
| By ____ months, manual exploration for touch perception takes precedence over oral exploration |
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Definition
| 4 months! babies will use their hands and feet and body as opposed to their mouth |
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Term
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Definition
| The combining of information from two senses! |
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Term
| Intermodal Perception Videos Example |
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Definition
| When 2 videos are presented simultaneously, 4 month olds prefer to watch images that correspond to the sounds they hear! |
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Term
| By ______, infants associate facial expressions with emotion in voices |
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Definition
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Term
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Definition
Involuntary, consistent response to a discrete external stimulus
Newborns demonstrate them! |
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Term
| Examples of reflexes in newborns |
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Definition
| Tonic Neck Reflex, sucking reflex, rooting relfex |
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Term
| Culture on Motor Development |
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Definition
| Cultural studies show that infants in different cultures develop differently motorly based on customs. EX: mothers in mali beleive it is important to exercise their infants to promote motor development, but early locomotion is discourages in China! |
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Term
| A researcher taking a dynamic systems approach to motor development would be most likely to examine the impact of _____ on the development of crawling |
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Definition
| He would examine multiple variables! like muscle strength, vision, etc. |
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Term
| Current Views on Motor Development |
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Definition
| Current views take a dynamic systems approach to motor development! They believe that many factors go into a babies ability to move, like nueral mechanisms, strength, posture, balance, motivation, etc. |
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Term
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Definition
| Babies will clumsily swipe toward the general vicinity of objects! |
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Term
| Sucessful reaching appears around _____ |
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Definition
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Term
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Definition
| This is reaching while sitting upright. It is achieved at about 7 months! |
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Term
| By _____ infants are cabable of self locomotion |
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Definition
| AKA CRAWLING. they cant do this at 8 months |
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Term
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Definition
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Term
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Definition
6 month olds and 14 month olds were asked to crawl across a ledge to their mother over plexiglass, which appeared to be a normal cliff. Babies who were 6 month did so with less fear (lower heart rates) that babies who were 14 months, showing that by then they had developed Depth Perception!
In additon, visual cues helped if the babies were able to walk across or not. 14 month old babies were more prone to walk acorss if someone was telling them to, and not walk if someones face looked scared |
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Term
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Definition
| This was used in the visual cliff research study. This showed how babies were able to see a persons face at the end of the task and it helped them decide whether or not to crawl across. If the face appeared scared, babies would not go across! |
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Term
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Definition
The attmept by a young child to perform an action on a minature object that is impossible due to the large discrepancy between the object and the child
EX: the girl trying to go down the mini slide |
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Term
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Definition
| The speed at which the child gets bored shows the efficiency for the childs processing! |
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Term
| Habituation does not show |
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Definition
| PREFERENCE. If habituation or getting bored occurs and there is an increased response to a novel stimulus, this does NOT mean that there is a preference of the characteristic of the novel one over the old one. This just means the baby is LEARNING The new stimulus |
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Term
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Definition
| The idea that infants search for order and regularity in the world around them! It is the idea that infants learn a great deal just by having objects around them! |
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Term
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Definition
| the extraction from the changing stimulus in the environment to those elements that are invariant or stable. It is the technical term for how babies see and object moving, and are able to know that the move parts are part of the object, while everything out it is not |
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Term
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Definition
| The possibilities offcered by objects and situations. EX: for a frog, a rock might be for hopping, or for sitting on. A rock for a person might be skipping, picking up, etc. It is the different ways an object can be used. |
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Term
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Definition
| Infants pick up information from the environment, and form associations among stimuli that occur in a predictable pattern. Our natural environment contains natural redundancy, this is the idea that children learn from those patterns! |
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Term
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Definition
A neutral stimulus is paired with a stimulus that evokes a reflexive response.
EX: Little albert |
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Term
| Instrumental Conditioning |
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Definition
AKA Operant conditioning
This is how children learn through positive reinforcement and reward. If the child behaves a certain way, they receive an award. This increases the likelihood of the behavior reoccuring |
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Term
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Definition
| AKA imitation! Newborns will imitate simple actions of adults. By 6-9 months, they can imitate new actions they have just witnessed! |
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Term
| Which form of learning is the simplest? |
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Definition
| Habitutaion! watching something until becoming bored with it, showing that you recognize what the stimulus is |
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Term
| Do infants have cognitive abilities? |
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Definition
| YES! Babies can infact think! |
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Term
| Core-Knowledge Theory view of Child Cognitive Abilities |
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Definition
| Core-Knowledge theorists maintain that infants are born with some knowledge about the physical world! |
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Term
| Special Learning mechanisms |
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Definition
| In the core-knowledge theory, The idea that children can acquire knowledge rapidly and efficiently in specific domains (ex language). This is information that has evolutionary importance! |
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Term
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Definition
| in the core-knowledge theory, the idea that we have specific areas in the brain (domains) and our learning correlates to each domain in the brain. EX: language, emotion, etc are all domains of the brain where we attain knowledge |
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Term
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Definition
| Infants can mentally represent/ think about existence of non present objects and events! |
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Term
| Violation of Expectancy Procedure |
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Definition
| Infants of 3 and a half months were shown an event that wasnt supposed to occur by have a box open into another box and go through the wall. The children were stimulated by this occuring, and looked longer at the impoosible book going into the wall that the other events! This means Baillargeon showed infants have object permanence at 3 and a half months! Much earlier than pieget thought |
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Term
| When do infants get object permanence? |
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Definition
| They get it at 3 and a half months! This is because Baillargeon did and experiemtn using the violation of expectancy procedure, and babies looked longer at impossible events! This proved piaget wrong! |
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Term
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Definition
| Babies can distinguish between animate and inanimate objects! THey can also learn that the behavior of others is goal directed. They think what people's behavior is relates to their goals and intentions! |
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Term
| Reaching task for understanding intentions |
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Definition
| Children are shown a human arm that reaches for a teddy bear next to a ball. When they switch positions, and the hand grabs the ball instead the child looks longer! This allows the child to realize that reaching is for GETTING Things like objects, and not directed to the same place! |
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Term
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Definition
| 12 and 15 year olds were shown a blob. Some had faces, some did not. When the blob had a face, the children interacted with the blob. But, even when the blob did not have a face, the children interacted with it if it was moving/ responding as though it were interacting with the child! They only reacted when they though the blob was reacting to them! |
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Term
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Definition
| AKA THE CONSTRUCTIVIST THEORY. It is considered the best of the congitive development theories. Children are seen as learning on their own "little scientiests," or "constructing" their own knowledge in response to their own experiences |
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Term
| Piagets Sources of Continuity |
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Definition
These are the things that make up a child constructing their own development constantly! Things that make knowledge always occur, but not in stages. They are:
-assimilation
-Accomodation
-Equilibration |
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Term
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Definition
| One of Piaget's Sources of Continuity. It is the process by which people incorporate information into concepts they already know and understand. (adding on info to something they know) |
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Term
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Definition
| This is one of Piaget's Sources of Continuity. The process by which people adapt their current understanding in response to new equilibrium. (changing what they know to fit what they just learned) |
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Term
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Definition
| One of Piagets sources of continuity. The process of people balancing assimilation and accommodation to create stable understanding! (balancing changing what they know to fit reality and fitting new information into what they already know, changing vs adding on) |
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Term
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Definition
Piaget argued that in addition to people learning things continuously through assimilation and accomodation to fit what they know correctly, people also develop cognitively through stages. The Sources of Discontinuity are why people develop through stages. The reasons are:
-qualitative change
-broad applicability across topics and contexts
-brief transtitions
-Invariant sequence |
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Term
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Definition
Piaget beleived that children at different ages think qualitatively in different ways. This is the idea that we do not learn continuously, but instead DISCONTINUOUSLY.
EX: 5 year is asked who is worse, someone who accidentally broke jar of cookies, or just took one. Theyd say who broke the jar, because of consquence. An 8 year old is asked the same, and they same the person who stole, because of intent. Piaget therefore concluded people learn, in this case morality, through qualitative change |
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Term
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Definition
| One of piagets sources of discontinuity. Thinking about something influences many different factors, and each way of thinking is different for each stage. |
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Term
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Definition
| One of Piagets Sources of Discontinuity. This is the idea that we learn in stages because we go through brief transition periods between each stage. For a while, we fluctuate between 2 stages while change is occurring. |
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Term
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Definition
| One of the sources of discontinuity. Piaget claimed that people develop in the same order and never skip stages. This was a claim for why people develop dis continually |
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Term
| Pieagets 4 stages of Development |
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Definition
Because we develop continually according to Piaget, we have 4 stages that we learn information.
1. sensorimotor stage
2. Preoperational Stage
3. Concrete Operational Stage
4. Formal Operational Stage |
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Term
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Definition
| 0-2 years. The first of Piagets development stages. It is the idea that infants develop knowledge of the world based on their immediate senses/ perceptions of those senses and actions. |
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Term
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Definition
2-7 years. This is the second of Piaget's development stage theory. It is when children are able to represent their experiences in language and mental imagery.
-They acquire symbolic representation
-They attain an egocentrism, thinks the world revovles around them!
-They are "pre operational" because they cannot form certain mental operations yet. For example, being able to understand water poured in 1 glass to another is the same amount of water. |
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Term
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Definition
| This is a skill acquired in the pre operational stage of piagets development theory. It is the idea that children know one object representing another one. |
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Term
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Definition
| The idea that the changing appearance of an object does not change its key properties. Ex water in 2 different size glasses do not change the amount of water. Piaget argued that this was one of the factors that keep children in the pre-operational stage, the tendency to not have conservation skills |
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Term
| Concrete Operational Stage |
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Definition
| 7-12 years. This is the third of Piaget's stage development theories. This is when children can reason logically, and solve conservation problems (like the water in two different sized glasses!). |
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Term
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Definition
| 12 + years. This is the final stage of Piagets developmental stage theory. This is when children are able to think systematically and find all possible outcomes to a situation. THIS STAGE IS NOT UNIVERSAL, NOT EVERYONE REACHES THIS STAGE. |
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Term
| Critiques of the Piaget Theory |
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Definition
-Stage model depicts children's thinking more consistent than it is
-Infants and young children are more competant early on that Piaget realized (object permanence!)
-Understates the contribution of nuturing to a childs development (children cant build it all themselves)
-Vague about the mechanisms of growth |
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Term
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Definition
| Children were asked to tell which string length and weight combinations would swing from lowest to highest on a given pendulum. They were allowed to swing around whichever combinations they wanted. Children under 12 who havent reached formal operational stage will perform poorly, because they will just do random combinations of the weight and sting length given. A child who has reached formal operational will work systematically with the weights and strings to find the best combination |
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Term
| Information Processing Theory |
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Definition
| This theory is the idea that children are like computers or a "computation system." Growth and development is constant and continuous, opposite of what Piaget said!! Small increments of change occur over time through expanding of memory capacity, increasing efficient execution, and acquisition of new strategies. All of these lead to small changes constant over time |
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Term
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Definition
| Sensations that are briefly help in raw form until they are identified in the brain. Lasts approximately 3 seconds. |
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Term
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Definition
| A workspace in which information form the environment and relevant knowledge are brought together, attended to, and actively processed. It is the bringing of sensory and long term memory together. It can hold 1-10 items in total. It lasts about a minute |
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Term
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Definition
| Information retained on an enduring basis. It is unlimited and requires an unlimited amount of time to maintain. |
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Term
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Definition
| This is part of the information processing model! It states that memory is attained in 3 stages, sensorimotor, working, and long term |
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Term
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Definition
| A process involved in the information processing model of development. The process of representing information in our memories that draws attention or is considered important. Information that is not important is failed to be encoded into our memory, and the most important information is encoded automatically. Encoding ability improves with age and specific experience! |
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Term
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Definition
| A key role in the information processing model. It is the rate in which we are able to take in and process information, and it increases with age! This is due to increased connectivity in neurons and myelination of those neurons! |
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Term
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Definition
| Another Component of Development in the Information Processing Theory. These are components that help you with development of information. They emerge between 5 and 8! Examples are rehearsal and selective attention! |
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Term
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Definition
| This is a mental strategy! It is the process of repeating information over and over to aid memory |
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Term
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Definition
| The process of intentionally ignoring irrelevant information and focusing on information that is most relevant to the current goal. It is found that 7-8 year olds can do this, but 4 year olds cant yet! |
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Term
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Definition
| An information Processing approach that emphasizes that children use a variety of approaches to solve problems! It is how children solve problems in the IPT |
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Term
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Definition
| An information processing approach where chidlren form plans of which strategies to use in solving a problem. According to the overlapping waves theory, we retain successful strategies, so as chidlren grow they are able to make greater varieties of plans and solve broader range of problems. Planning starts at about age 1! |
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Term
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Definition
| The idea that children are born with specialized learning mechanisms that allow them to quickly and effortlessly acquire information of evolutionary importance. This theory also therefore believes that children were much smarter early on than Piaget Thought! (idea that childrens thinking in areas of evolutionary importance are sophisticated!) |
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Term
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Definition
Under the core knowledge theory, it is Young Children actively organize their basic understanding into naive theories.
-Children explain events in unobservable causes when they cant be explained, derive "theories" |
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Term
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Definition
| Baillargeon is a core knowledge thoerist who showed that object permanence can be developed in young children much earlier than Piaget thought! It turns out they look at impossible events much longer at as early as 3 and a half months, showing evidence for the core knowledge theory hypothesis |
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Term
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Definition
| Infants have physical knowledge about the world, according to the core knowledge theory! EX: Infants demonstrate knowledge of gravity within the 1st year. This is because they will look longer at objects that violate the expected motion trajectories of gravity! |
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Term
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Definition
| This is a repeat of the looking at computer screen task to understand intentions. Instead of watching a hand grab a bear or a ball in an old or new location, the child is able to do it themselves using "sticky mittens" this shows that children are able to understand goal orientated behavior, by realizing the reaching for things is object related not location related! This correlated with the core knowledge theory that children are able to understand intentions via domain specificity |
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Term
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Definition
| Approaches that emphasize that other people and the surrounding culture contribute to a child's development |
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Term
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Definition
This is a foundation of the Sociocultural Theory. It is the process where more knowledgeable people (adults) organize activities in ways that allow less knowledgeable people (children) to engage in them in a level they couldnt do on their own. IT IS DOING THINGS WITH PEOPLE KIDS COULDNT DO BY THEMSELVES
EX: Holding a part of a toy so a little girl can screw the other part in |
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Term
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Definition
| Things such as language, artifacts, values, skills that are products of a child's sociocultural environment, that aid the child in its development |
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Term
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Definition
| He was the founded of the sociocultural approach to cognitive development. He believed that children were social beings, and interaction with each other and self internalization of thought is what shapes us. HE BELIEVES CHANGE IS CONTINUOUS AND QUANTITATIVE, like the information processing theory and opposite of Piaget |
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Term
| 3 phases in the role of sociocultural development |
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Definition
Vygotsky believed there were 3 phases pople had to go through in development. they were
Adult statements
Private Speech
Internalization of Private Speech |
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Term
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Definition
| This was a phase in sociocultural development. It is the idea that children's behavior is at first controlled by what they hear from adults. |
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Term
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Definition
| This is the second phase in Vygotsky's internalization of thought theory. This is where children listen to their own private thoughts and feelings instead of being aloud told what to do. They follow their own minds orders |
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Term
| Internalized Private Speech |
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Definition
| This is the final phase of Vygotsky's internalization of thought development thoery. This was the idea that in the final stage, children told themselves what to do silently, by internalizing what their own orders were |
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Term
| 2 characteristics of Children as Teachers and Learners |
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Definition
This is a sociocultural idea where human species have 2 characteristics of learning. 1. humans are inclined to teach others of the species
2. humans are inclined to attend to and learn from such teaching
Interaction through learning and being inclined to teach others what they learn drives the sociocultural theory in terms of learning |
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Term
| Children as Products of their culture |
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Definition
| This is a sociocultural idea that says that amongst cultures, children learn the same way through interaction and guided participation. However, WHAT they learn varies from culture to culture, so children become products of their culture |
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Term
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Definition
| The mutual understanding that people share during communication. This is vital in the sociocultural approach, being able to share understanding between adult and child |
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Term
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Definition
| This is the process in which social partners focus on the same thing in the external environment (EX both pointing) in order to establish intersubjectivity, or mutual understanding. Joint attention develops between 9-15 months! |
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Term
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Definition
| An ideal part to the sociocultural theory, it is the idea that competent people, or adults, provide framework that supports children at a higher level than they could on their own (like guided participation!) |
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Term
| Zone of Proximal Development |
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Definition
| It is the difference between what a learner (child) has already mastered, and what he can learn next with help (from social scaffolding from an adult) |
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Term
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Definition
A theory that focuses on how change occurs over time in a complex system. Multiple factors work at once to develop the child, as it integrates the connection between thinking, action, motor activity, attention, all aspects of a child's behavior.
It states that development is self organizing because we CONTINUOUSLY adapt to our changing environment |
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Term
| Dynamic Systems Theory incorporating all other theories |
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Definition
-Children have an innate motivation to learn (piaget)
-Emphasize precise analysis of problem solving activity (information processing)
-Emphasize early emerging competancies (core knowledge)
-Emphasize the formative influence of others (sociocultural) |
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Term
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Definition
| In the dynamic systems approach, it is the idea that action is critical to learning. |
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Term
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Definition
| Nerve cells that are activated when someone observes another person perform a given goal directed action. They are activated when you mirror someone. Mirroring and action are very important in the Dynamic Systems approach |
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Term
| Motivators of Development |
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Definition
| According to the core knowledge theory (and the Piaget theory), children have a desire to learn and participate about the world around them! They want to explore and expand their abilities |
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Term
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Definition
| A part of the dynamic Systems theory that states that our development is part of bringing together and integrating components as needed to adjust to the continuously changing environment. Children shape their behavior based on the environment and survival |
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Term
| How Changes occur in the Dynamic Systems Theory |
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Definition
| Changes in our development, our self organization, occur through mechanisms of variation and selection. That is, creating different behaviors generated to produce the same goal (variation) and increasing behaviors that help meet these goals and decreasing ones that do not (selection). Changes in behavior occur by the need of creating more options, and finding the most efficient ones! |
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Term
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Definition
| The process of hwo different behaviors are generated to produce the same goal. It is how change occurs in the dynamic systems approach, to give us the most options to the changing environment |
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Term
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Definition
| An increasing choice of behaviors that are less effective in meeting goals and decreasing choice os less effective goals. It is the process in the dynamic systems approach of picking the behavior that allows us to achieve our goals the most |
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Term
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Definition
Systems for representing thoughts, feelings, and knowledge. They help us communicate with eachother!
*Can be spoken, gestural, or written |
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Term
| _______ is arguable the capacity that sets humans apart from most species |
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Definition
| The creative and flexible use of symbols is what sets humans from other species! |
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Term
| By ______ children have mastered the basic structure of their native language, whether spoken or signed |
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Definition
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Term
| TRUE OR FALSE? Learners of sign languages show the same developmental milestones and critical period effects as learners of spoken languages |
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Definition
| THIS IS TRUE!!! Signers if exposed during the critical period will develop language fluency the same as a spoken langauge |
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Term
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Definition
| Understanding what others say, sign, or write. It is understanding a language! |
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Term
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Definition
| Actually speaking, signing, or writing to others! USING the language |
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Term
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Definition
| The idea that using the finit set of words in our vocabulary, we can put together an infinite number of sentences and express an infinite number of ideas. the words and sounds we have in language can make up infinite number of sentences! |
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Term
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Definition
The smallest unit of language that carries MEANING!
EX: cats -> cat-s are the morphemes |
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| The smallest unit of language structure. (aka the individual sounds in spoken language. bat vs. cat have 1 phoneme difference /b/ vs /c/ |
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| System of rules that govern how we form sentences! They are the rules that specify how words can be combined! |
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| T/F? Phonemes only exist in spoken languages |
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| FALSE! Sign languages have individual hang gestures that act as phonemes |
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Expressing meaning. Being able to accurately make sentences that make sense based on meaning.
The Cat jumped (GOOD)
The Rock Jumped (BAD) |
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| Pragmatics is the social use of language! Development includes conversational conventions, intonation, body language, tone, etc! |
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Understanding of the properties and function of language. Being able to use a language properly via syntactic, semantic, and pragmatic rules!
EX children dont know certain words go together like adults do! |
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| t/f? Properties of a language can emerge even in situations where there is no language model |
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| TRUE! No language model is required for a language! All that is needed is interaction between humans! |
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| What is required for a language? |
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| For a language, one needs a human brain (must be human) and a human environment (must be exposed to people who speak a language). It can be any language, just must be exposed to interactions of others |
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| Can animals learn language? |
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Animals can learn language to an extent.
Chimps can learn sign/ symbols for things, at a much higher effort and required time than humans. It is unclear if they can acquire syntax but it would appear they cannot
EX: Kanzi the monkey could learn to use symbols on a computer! But acquired that after a lot more time and effort |
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| Language as a Species specific behavior |
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| Only humans acquire a communication system with the complexity, structure, and generativity (infinite) of a language! |
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| Language as species universal |
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| The idea that virtually all humans develop language |
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| Communication vs Language |
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-Information is exchange VS INTENTIONAL exchange of language
-Communication can be intentional, symbolic, but doesnt have to be, language must be symbolic and intentional
-communication does not follow rules, languages do!
-communication = charades! |
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| The period of time where children must be exposed to other people using that language to fully acquire it. After that time (puberty), language acquisition becomes more difficult and less successful! |
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| Children who try to acquire language in adolescence (like Genie). It leads to bein much less successful |
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| Test of the Critical Period |
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| Performance on a test of English grammer by adults originally from Korea and China was studied. People noticed that how long they were in the country did not matter, rather it was the AGE at which they immigrated to america and exposed to english correlated with how well they did on the test. Anyone who immigrated before 7 had English as though they were born in America! |
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| 2 requirements for language acquisition in humans |
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Definition
| Being able to comprehend and produce (understand and use) the language. |
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| A discontinuity in our perception of speech sounds. It is the idea that adults and infants perceive speech sounds as belonging to discrete categories! |
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This is how phonemes /b/ and /p/ differ, and a way we put sounds into categories for perception! it is the length of time between when the vocal cords start vibrating and when air passed through the lips!
-ba = 15 msec VOT
-pa = 100 ms VOT |
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| Categorical Perception of Speech Study |
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Definition
| Adults listened to a tape of artificial speech sound that gradually changed from ba to pa. Instead of hearing the gradual change like in the tape, they suddenly switched from one sound to the other quite rapidly! This shows that sounds are viewed as separate categories! When infants were studied via habituation, it suggested they also view speech categorically! (not gradual) |
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| Conditioned Head Turn Procedure |
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| A process of rewarding children when they correctly move their head to find a sound. This experiment was done by showing the child an energizer bunny if it turned its head to the correct sound |
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| Distributional Properties |
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| Certain sounds appear more likely together than others, in any language. |
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| Developmental Changes over the first year in Speech Perception |
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Definition
Infants ability to discriminate speech sounds not in their native language declines between 6 and 12 months! Meanwhile, infants become increasinly sensitive to regularities in their own language, like stress patterns, distributional properties (sounds going together), and their own name.
This is due to Pruning! Mechanisms in the brain that are not used are pruned away, while ones that are used are strengthened. The infants brain prunes away neurons from other languages |
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| At ______ infants being to produce drawn out vowel sounds |
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| As a child beings to make noises, it notices that people respond to their vocalizations. This beings a process where they take turns making sounds between baby and adult |
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| Between _____ infants begin to babble |
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| Repeating strings of consonant vowel sounds (ba ba ca da) |
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| Babies who are exposed to sign language have slow, rhythmic patterning of adult sign! |
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| Infants First Word Process |
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| Infants recognize words, then comprehend then, then begin to produce them! |
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| When do infants first recognize words? |
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| By ____ months infants can pick their own name out of background conversations |
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| 5 months babies can recognize their name |
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| Being able to hear someone say your name, even if its "across the party" or in background noise your not paying attention to |
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| Infants typically say words for objects, people and events at first. NOUN DOMINANT |
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| The time where kids use one word utterances to describe sentences. EX: JUICE! could mean i want juice, or the juice is over there, etc. |
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| using a given word in a broader context that is appropriate. EX: learning the word kitty, and then seeing a dog, a child would describe the dog as a kitty too! |
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Rapidly learning a new word from the contrastive use of a familiar and unfamiliar word.
EX: Giving the child and option between the red tray and the DRAX tray. If the child knows what red means, they will know that DRAX must be this other color the tray is, and know what DRAX means! |
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| Assumptions kids make when learning new words |
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| The whole object assumption and the mutually exclusive assumption! |
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| When a child learns a new word, they assume that that word refers to an entire object, not a part of the object. |
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| Mutually Exclusive Assumption |
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| When a child learns a new word, they assume that that new entity will only have 1 name. EX teaching the child the word bunny, it will not be able to learn the word rabbit, because it already thinks of bunnies as bunnies |
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When a child uses syntactic rules as a cue to find out the meaning of words!
EX: Children hear "the fuck is kradding the rabbit" Or the rabit and the duck are kradding" and then are shown two videos, one where a duck is pushing a rabbit and one were they both have their hands raised. hearing each sentence they are able to pick which picture it corresponds with! |
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When Children learn a new world, they most often extend a label of the word to objects of the same shape
EX: The "DAX" example in class where it was the same shape but bigger |
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| When children treat irregual forms of words as if they were regular. "I goed to the store" "yes it Do-es" This shows that children have grammatical knowledge and learn grammer rules! |
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A childrens first sentences are telegraphic speech, which are few word utterances.
EX Want juice! |
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| The idea that language requires a "universal grammer," or that there are language rules that are innate and common amongst all languages! |
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| It is the foundation of the nativist view, it is a set of unconscious rules that are common for all languages, that is thought that all humans have! |
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The Human Brain contains an innante, self contained "language module" that is separate from other aspects of cognitive functioning.
It follows the nativist view that we all have universal grammar, as well as an innate section in the brain for language! |
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| The idea that virtually everything about language development is influenced through communicative function. People learn language through communicating through others |
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| Criticisms of the Nativist View |
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| Does not pay enough attention to the Communication aspect of language, too much syntax!! |
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| Criticisms of the Interactionist View |
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| Does not pay enough attention to the syntax of language, too much communication!! |
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| Connectionist View of Language |
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THe idea that language development as the result of the gradual strengthening of connections in the neural network.
It argued language can come from both interaction AND innate learning mechanisms |
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Children who acquire two languages at once (during the critical period) do not seem to confuse them!
-Infact, it seems that they MAY perform better on cognitive tests |
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| BILINGUAL EDUCATION HELPS WITH THE NEGATIVE EFFECTS OF LOW SOCIOECONOMIC STATUS |
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