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developmental 350 > exam 3 > Flashcards

exam 3 Flashcards

1
Q

components of language

A

sounds, words, social context, grammar

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2
Q

first words are:

A

10-15 mos

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3
Q

holophrastic period

A

period of one-word utterances

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4
Q

overextension

A

using a given word in a broader context than is appropriate

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5
Q

pragmatic development

A

understanding conventions and knowledge of how language is used

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6
Q

examples of pragmatic development

A

sarcasm, intonation, rhetorical questions, questions as commands

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7
Q

prosody cues

A

characteristic rhythm, tempo, cadence, melody, international patterns, of language

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8
Q

infant-directed talk

A

the distinctive mode of speech that adults adopt when talking to babies and very young children

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9
Q

example of IDT

A

warm and affectionate tone, high pitch, extreme intonation, slower speech, exaggerated facial expressions

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10
Q

babies referencing adults

A

attention/ paying attention to where speaker is attending, emotions, intentionality

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11
Q

syntactic development

A

rules for combining words: word order, other languages may use pitch, morphemes

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12
Q

grammar sensitivity (12-15 mos)

A

listen to sentences w/ natural, word order carries independent of individual words, same words but infants know order matters, children use syntax to learn new words

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13
Q

telegraphic speech

A

lacks nonessential elements

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14
Q

evidence for grammatical understanding

A
  1. kids produce stable word order
  2. imitation of adults
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15
Q

syntactic rules:

A

generates correct endings to novel words (eg. “Wug Test”)

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16
Q

over regularization eros:

A

treating irregular words as regular, assuming rules in language apply to all words/ abstract rules

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17
Q

brain damage: aphasias provide evidence of

A

specialization for language with the left hemisphere

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18
Q

damage to broca’s near motor cortex

A

associated with difficulties in producing speech

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19
Q

damage to Wernicke’s

A

fluent in speech, but words do not make sense

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20
Q

williams syndrome

A

cognitive impairments paired with high levels of linguistic skill

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21
Q

specific language impairment (SLI)

A

linguistic impairments paired with otherwise normal cognitive functioning

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22
Q

(T/F) language skill is distinct from cognitive skill

A

true

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23
Q

left hemisphere shows

A

some specialization in infancy and increases with age

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24
Q

the critical period

A

before the age of five, learning languages is easier for children

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25
Q

(T/F) infants learn a new language quicker that adults

A

true

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26
Q

(T/F) only humans have the ability to learn grammar?

A

true

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27
Q

we are built for language

A

structure language, create language, linguistic abilities to fill in inadequacies of environment, language is a by-product of developing human brain

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28
Q

emotion is

A

outward physiological expression of an inside state, extension of language, transient subjective feeling, thoughts w/ feelings, desire to take action

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29
Q

Darwin’s origins of emotion

A

face expression, emotional response, human emotions based on limited set of basic emotions that are universal, inner emotional states and facial expressions

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30
Q

FACS

A

each emotion corresponds to distinct muscle combination

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31
Q

cross culture

A

everyone makes universal facial expressions

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32
Q

baby FACS

A

can code most expressions, more difficult compared to adults

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33
Q

six basic emotions

A

joy, anger, sadness, disgust, surprise, fear

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34
Q

discrete emotions theory

A

emotions are innate, begin to differentiate with age

35
Q

undifferentiated emotions

A

early emotions not distinct, environment plays role in changing primitive emotions into more complex forms

36
Q

specific emotions developing over time require

A

other cognitive abilities, theory of mind, self consciousness

37
Q

late developed emotions

A

embarrassment, empathy, envy, pride, shame, guilt

38
Q

mirror task/ rouge task

A

smudge a color on forehead, if they notice and inspect it, they recognize themselves

39
Q

self-conscious emotions

A

related to our sense of self and our consciousness of others reactions to us

40
Q

guilt

A

associated with empathy for others; remorse regret, wanting to makeup wrong doing

41
Q

shame

A

focus on self, rather than others; may feel like hiding

42
Q

eliciting guilt

A

“you did a bad thing”

43
Q

eliciting shame

A

“you are a bad kid”

44
Q

sympathy

A

acknowledging others feelings and expressing compassion

45
Q

empathy

A

understanding and feeling another’s feelings

46
Q

emotional contagion

A

tendency to catch and feel emotions that are similar to and associated with those of others

47
Q

jealousy experiment

A

> 50% of infants showed distress when affection was expressed to other infants by caregiver

48
Q

emotional reciprocity (“still face test”)

A

inferring action of caregiver by emotion

49
Q

self-regulation

A

complex process of controlling emotions in order to accomplish one’s goal (children lack this”

50
Q

components to regular emotions:

A
  1. subjective feelings
  2. emotion-related physiological processes
  3. emotion-related cognitions
  4. emotion-related behavior
51
Q

development of self-regulation

A
  1. relying on others
  2. use cognitive strategies to control
  3. selecting the right regulating strategy
52
Q

caregiver regulation

A

parents help infants regulate arousal

53
Q

examples of caregiver regulation

A

soothing, distraction

54
Q

6 mos emotion regulation

A

avert eye gaze, start to self soothe

55
Q

1-2 years emotion regulation

A

greater control over body and attention, language, brain maturation

56
Q

revolving strategies emotion regulation

A

behavioral(soothing and distraction), cognitive strategies (mental distraction, reframing situation in positivity)

57
Q

emotional intelligence

A

identify and understand emotion, regulate mood, regular expression, empathize, persistence in face of difficulty, ability to control impulses

58
Q

temperament

A

constitutionally based individual differences in emotional, motor and attentional reactivity and self-regulation- Rothbart and Bates

59
Q

longitudinal study on children

A

repeatedly interviewed parents in depth about infants specific behaviors identified nine aspects of infant temperament

60
Q

(T/F) do whiny babies make fussy adults

A

true (to a degree)

61
Q

fearful distress in infancy

A

fear in novel situations (2yr) social inhibition (4.5yr)

62
Q

temperament-predicting personality

A

what you’re like as a baby to what you’re like as an adult

63
Q

(T/F) parents socialization practices can affect child’s temperament

A

true

64
Q

attachment

A

emotional bond, relationship, to primary caregivers, necessary for normal social and emotional development

65
Q

behaviorism in 1940s

A

prepare kids tough for the world, show no affection, but supply basic needs

66
Q

caregiver-child attachment: Harlow

A

more caregiver-infant interaction than just being fed, “contact comfort”,

67
Q

Harlow’s Monkeys

A

cloth mother vs wire mother: the comfort of the cloth mother was superior for the monkey’s emotion well being

68
Q

negative responses: Harlow’s Monkeys

A

excessive misdirected aggression, stereotyped motor behavior, abnormal sexual behavior, poor parenting

69
Q

child’s insecure attachment

A

withdrawn, isolated, overactive, distractable, abusive, lack of feeling, abnormal social behavior, history of stealing, getting into trouble

70
Q

infants as orphans: Renee Spitz

A

maternal deprivation, psychogenic diseases in infancy

71
Q

(T/F) children raised with mothers in prison instead of orphanages is better for the children

A

true

72
Q

attachment theory: Freud

A

mother-child relationship, infant needy and dependent, motivated by drive reduction

73
Q

attachment theory: Bowlby

A

importance of mother-child relationship in right, infants as competence motivated

74
Q

observational research Uganda: Mary Ainsworth

A

recorded infants use of mom as secure base, reaction to separation from mom

75
Q

stranger situation: Mary Ainsworth

A

study human attachment: bring child into room, parents leaves, watch reaction, let them explore, stranger enters, watch reaction, stranger leaves, parents enter

76
Q

separation anxiety in infancy

A

starts 8 mos, peaks 10-18 mos, secure attachment will fade away after

77
Q

attachment categories

A
  1. securely attached
  2. insecure/ resistant (clingy)
    3.insecure/ avoidant (child avoids)
  3. disorganized/ disoriented (no consistency)
78
Q

four phases of attachment development: Bowlby

A
  1. pre-attachment (birth-6w)
  2. attachment-in-the-making (6w-6-8mos)
  3. clear-cut attachment (6-8mos-1.5-2yr)
  4. reciprocal relationships (1.5-2yr -> beyond)
79
Q

outcome of Bowlby four stages

A

enduring emotional tie between child and caregiver, child develops an internal working model of attachment

80
Q

reactive attachment disorder (RAD)

A

avoids physical touch, unaffected when alone, emotional detachment, self-comforting excessively, inability to show guilt remorse or regret, tantrums anger and sadness

81
Q

prediction of attachments are

A

parenting style, parental sensitivity: responsiveness, acceptance, cooperation/ patience, gentle persuasion vs. demanding

82
Q

casual relationship: Van den Bom

A

intervention for parents helped them parent better

83
Q

infants representations of sensitivity

A

asses in attachment in “strange situation”, administer looking time study: habituation to big ball moving away from small ball

84
Q

big ball (caregiver) and small ball (child)

A

infants represent parental sensitivity

developmental 350 (3 decks)

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