Exam 3 Flashcards
1
Q
Phonology
A
sound patterns
2
Q
Semantics
A
meaning of words/signs
3
Q
Grammar/syntax
A
systems rules for combining words or sign
4
Q
Pragmatics
A
using language for particular purposes in specific social contexts
5
Q
Displacements
A
enables speakers to describe distant or absent objects & communicate abstract notions; allows speakers to discuss past
6
Q
How to research language: intermodal preferential looking
A
infants shown 2 videos side by side, hear a word that matches one, infants look longer at match video
7
Q
B.F. Skinner Language
A
imitation, but can’t explain linguistic universals, or acquired at certain time
8
Q
Behavior ecology theory of language
A
Noam Chomsky: infants born with rudimentary notion
Problem: infant speech not easily into simple rules: exceptions
9
Q
Modern language theory
A
inner capacities/envionrment
social interaction
Build in stuff too
10
Q
Infants prepared to communicate
A
respond to voice
Coordinate vocal activity and body movements in response to another person’s verbal/nonverbal rhythmic patterns
Vocalize/send social signals
Receptive to language
11
Q
Adults speak to infants
A
Exaggerate
Slow/simple
Rhythm and repeat
12
Q
Cooing begins
A
2 months
13
Q
Babbling
A
6 months
string of related vowel/constants
Right hand movements and babbling correlation
14
Q
Perceptual magnet effect
A
Experiences attune infants to the sounds in the language(s) being spoken around them,
Lose ability 6-9 months
15
Q
Why attune to one language
A
synaptic pruning by ~9 months
16
Q
First music then words
A
babble familiar sounds, then words
17
Q
Joint attention
A
end of first year
common ground, figure out adult’s verbal label
18
Q
Conventional gestures can be taught before words
A
Learn signs easily
by 10-16 add words
19
Q
Being using words to communicate
A
10=16 months
20
Q
Rate infants learn words when start speaking
A
1-3 words per month
21
Q
Overextension
A
Using a word for instances not including in adult’s definition
Ex: kitty
22
Q
Underextension
A
apply a word only to specific instance
ex: felix is the only cat
23
Q
Language comprehensions comes before
A
production
24
Q
Vocab spurt
A
18 months,
5+ words per week
25
in all language learning ___ predominates
nouns
26
18 month single word communicate big idea:
Dirty = this shoe is dirty
27
Mulitword speech
20 months
28
Cognitive abilities guide language
combine symbolic objects/gestures in novel ways. Classify objects by sorting. Solve complex problems mentally without trial-and-error behavior.
29
18-24 telegraphic speech
2 word combinations
30
Overregulatorization and plurals
Goose's
| Goed to the store
31
When do children begin asking questions and what do they ask
subject/berb
Start: What, where, who
32
Normal for typically language child to suddenly have problem?
no
33
Can children younger than 4/5 understand messed up grammar?
no
34
Continuing pronunciation difficulties into ___ year may be reason to assess child for language intervention
4-5th
35
Autism warning signs 18 months:
* a lack of pretend play
* a lack of pointing
* a lack of interest in social relationships
* an absence of social play
* an inability to establish joint attention with the caregiver
* atypical eye tracking
36
Attachment
proximity over time
37
BONDING
skin contact
38
dyadic synchrony
interactions of mutual attention/affective matching/regulation
39
Frames
regularly occurring communication routines
40
Distal parenting
emphasizes independence and individuality, leaving infants alone for periods during the day and encouraging them to learn to comfort themselves
41
Proximal parenting
emphasizes interpersonal relatedness and frequent, close physical contact and rapid response to infants’ perceived needs
42
Hunter-gathering cultures
proximal
| ELauma
43
Egalitarian socieites
closer and longer contact with infant
44
Japanese/native American
believe that infants are precious & close to God
• infants should be kept quiet & not influenced by adults until they begin to make some of their own initiatives (around 6 months)
45
Japanese vs. US mothers
* spend less time in physical contact with their babies when awake, although they sleep with babies at night
* hold, rock, bounce, touch, and kiss their babies less
* tend to use more negative vocalizations throughout the day, and use more nonsense sounds and baby talk during play (vs. sentences & adult words)
* are more likely to talk about how to incorporate objects into social play than to label objects
46
Matching
adults imitating bay
47
Attunement
adult behavior similar to infant, not exact
48
Contingent social responses
infants tend to smile, coo, and look more at the adults
49
When responses noncontingent, infants are more likely to
fuss, cry, look away
50
still face experiment
mother silent, babies sad, when mother resumes babies cry if they haven't already,
After 3-4 months, infants more distressed at still face than separation
increase cortisol
51
Postpartum Depression
Prevalence and baby blues vs. PPD
8-15% new mothers
Baby blues: right after childbirth
Post-Partum depression: symptoms longer than 2 weeks
Fathers too
52
Postpartum depression symptoms
```
Symptoms:
• Mood swings
• Crying spells
• Change in appetite
• Sleeping less (or more)
Feeling sad, anxious, or overwhelmed
Feeling angry or irritable
Feeling hopeless, worthless, or shame
Loss of pleasure in things use to enjoy
Lack of concern for self
• No interest in baby
• Constant worry
• Racing Thoughts
Obsessive thoughts or compulsive actions, particularly around keeping baby safe
Hypervigilance in protecting baby
```
```
Critical Symptoms:
Delusions or odd beliefs
Hallucinations
Worry that may hurt baby
Thoughts of hurting baby
Thoughts of hurting self
```
53
Baby PDD
```
Fussy
Negative face
withdrawn
low level physical activity
brain asymmetries
poor cognition/social outcomes
```
54
Mother PDD
* Lack energy
* Have trouble focusing
* Feel moody
* Difficulty caring for yourself
* Difficulty caring for your child
* Less likely to pick up on or respond to your child’s cues
55
PPD cycle
Mothers who are stressed after birth often over-arouse their babies & do not recognize infant cues to slow down or to change behavior
• this behavior creates stress and physiological arousal for the baby, who begins the neuroception patterns of flight or freeze
• this in turn makes the mother more anxious and more insistent, creating a mutually escalating spiral of chase-and-dodge and physiological and emotional dysregulation
left untreated, these dyads go on to develop an insecure attachment relationship
56
Attachment
a lasting emotional tie between people such that the individual strives to maintain closeness to the object of attachment and acts to ensure that the relationship continues
57
Behavior ecology theory attachment
adults’ caregiving responses are triggered in the presence of infants and young children & infants are innately drawn to the caregiver
• Classic study by Harry Harlow (monkeys)
58
Bowlby's theory of infant-caregiver attachment
Infants possess built in attachment behaviors that attract attention and elicit care from caregivers
6-9 months develop caregiver preference
59
Mary Ainsworth attachment:
attachment system vs. Attachment behavior
* attachment system: the network of feelings and cognitions related to the object of attachment
* attachment behavior: overt signals such as crying & following that bring parent & child into close proximity
* virtually all infants are attached to their parents but differ in the sense of security they feel in relation to the adult
60
Ainsworth Strange Situation Test (ASST)
A series of separations and reunions between infants/caregivers in an unfamiliar playroom
ASST/4 types of attachment quality have been shown to be highly reliable and valid
61
Secure attachment
Will seek comfort from the caregiver during the reunion and, once comforted, will return to independent play
interested in objects & in the stranger
will get acquainted with the unfamiliar setting, using the caregiver as a secure base from which to explore
such infants will feel comfortable and secure in most situations
62
Insecure-Resistant attachment
ambivalent responses during the reunions, first approaching the mother & then pushing her away
```
Tend to…
be upset during the ASST
be temperamentally vulnerable to stress
have limited coping skills
show limited independent exploration
have mothers who are inconsistently available
```
63
Insecure-Avoidant Attachment
Avoid caregivers during the reunion
may actively resist any attempts to be comforted
seem neutral in their emotions regarding the mother, but show physiological arousal indicative of masked anger
likely to have a caregiver who is insensitive and rejecting of their needs, the attachment figure may withdraw from helping during difficult tasks and is often unavailable during times of emotional distress.
64
Disorganized-Disoriented Attachment
Display contradictory behavior during the ASST
may smile broadly & then abruptly turn away from the mother
may approach by crawling backward toward the mother with gaze averted
may have frozen postures during reunion, sitting and staring at a wall or sucking their thumbs
Abusive/sexual behavior to infant
65
Attachment disorders
extreme social neglect can disrupt brain
66
Reactive Attachment Disorder (RAD)
INHIBITIONS
emotionally withdrawn
minimal social response
limited positive affect
unexplained irritability
Present before age 5, at least 9 months
67
Disinhibited Social Engagement Disorder (DSED)
DISINHIBTIONS
Approach unfamiliar adults
Show seductive/manipulative/inappropriate behavior
Willing to go with strangers
9 months +
68
Separation anxiety disorder
refusal to be separated from the parent, even to go to bed, and has excessive distress when not at home with parents
must be intense, last at least 1 month, and be inappropriate for the child’s age in order to meet the criteria for diagnosis
more likely if the child is temperamentally inhibited or if one parent or close relative has panic disorder or another form of severe anxiety
69
3 possible causes of secure/insecure attachments at 12 months
1) variations in parent's ability to create warm/sensitive relationship with her/his baby during 1st year
2) Temperamental factors in child that no parental response can change
3) Issues that arise in the relationship between parent and infant that cannot be attributed directly to either one of them
70
Intergenerational transmission
* the infant’s attachment quality is related to the parent’s security or insecurity with regard to his or her own parents
* the disturbed behavior of mothers of disorganized-disoriented infants can be explained by trauma, harsh punishment, and/or sexual abuse in the mother’s early history
71
Insecurity in North American and Europe attachment
○ avoidant classifications are more frequent
| ○ independence is encouraged & infants may be less likely to approach the mother for comfort
72
Insecurity in Japan, Indonesia, and Israel
○ resistant classifications are more frequent
○ in Japan, for instance, infants are not used to being separated – thus, they may be overly distressed and resist the mother’s attempts to comfort them
73
More attached to mother/father
neither, but in stressful situation choose mothers
74
Fathers support secure attachment
• spends more time with the infant
• is more extroverted
• has greater marital and work satisfaction
Secure attachment to either mother or father helps the baby to be significantly less wary of strangers
75
Adoptive parents/infant attachment
Few differences between adoptive/non-adoptive families in parent-child attachment
76
Best parental discipline
authoritaTIVE
firm and empathy
proactive behavior
discipline related to cooperation/compliance
77
Authoritative Children
Purposive, independent behavior
Cooperative with adults
Show friendliness to peers
More likely to imitate mothers
Likely to become upset after violating standards of conduct
78
Authoritarian Children
Discipline controlling and coercive "do it because I said so"
Children: tend to be anxious, unhappy, low in self-esteem and self-reliance
Parent-child coercive cycle: demands/attacks, as pattern continues, rate/intensity of parent and child aggressive behavior increases
79
Permissive Children
Overindulgent/inattentive
Children: impulsive, disobedient, and rebellious. They tend to make poor decisions and are unable to manage their time. They are also overly demanding and dependent on adults.
80
Uninvolved Children
detached/withdrawn
Children: poor emotional self-regulation, emotionally withdrawn, school achievement difficulties, substance abuse, and antisocial behavior.
81
Corporal punishment
poor self-control, criminal/antisocial behavior, abuse of child's own children/spouse
poor parent relationship
Ethnic differences
82
Defiance/refusal diminishes around
3 years of age
83
What strategies do 3 year olds employ to get their way?
Negotiation
84
Younger sibling
imitate
follow directions/suggestions
take assigned roles
Advantage of older guide, do things younger age
85
Older sibling
give directives
orient the attention of the younger children
command/prohibit
support and tease
86
Can young children have friendship
yep. prefer same sex as early as 30-36 months
87
Dominance Hierarchy
3rd year
| ranked according to power/assertiveness
88
a persistent pattern of emotion and emotion regulation in the infant’s relationship to people and things in the environment
Temperament
89
Goodness of fit
occurs when there is a match between the child’s temperament and characteristics of the environment
90
Issue in temperament research
Mother/father disagree.
individuality not reflected
Best strategy: combo of parental reports, direct observations, and physiological measures made at repeated intervals in life
91
Newborn facial
```
Distress
Contentment
Disgust
Interest
Surprise
```
92
At 4 month facial
attention/expression
93
Smiling during face to face interactions age...
2-5 months
94
What makes Duchenne smile different
open mouth
SQUINTED EYES
Genuine enjoyment and pleasure
likely to occur during mom-infant play where infant held upright and can see mother smile and talk
95
dynamic systems says emotion closely related to
social communication
96
Emotional regulation 2-5 months
decrease crying
ability to shift gaze,
mastery of continuous bouts of smiling
handle variety of stimulation/change
Why? Sensorimotor skills/caregivers
97
Negative emotions 6-9 months
anger, wariness, fear
98
Anger: goal disruption
mouth open, brow lowered, eye intense, jaw braced
10-12 months more purposeful, stomping,
Right frontal brain
Anger without crying left frontal region
99
Wariness and Fear
~6 months, infants develop wary look, related to fear
inhibition, withdrawal
Fear-10 months
raised and furrowed brow, mouth corners retracted straight back
12 months- heights/unpredictable events
100
Sadness
9-10 months, also feeling of loss, absent objects
| careful during separation
101
Enjoyment/Affection - 10 months
more lasting +
simple smile, wide eyes
Caregiver vs. stranger
102
Jealousy
approach/avoid mom
Teasing game help children cope
103
Emotion regulation in brain
asymmetry
104
Stranger to help stop fear
§ approaches slowly & keeps appropriate distance
§ is a little person or a child, or does not tower over them
§ is sensitive to the infant’s signals and allows the approach to be regulated by the infant
105
using cognitive comparisons of alternate interpretations to regulate one’s emotions
~10 month- look at another: what to feel
Appraisal
106
communicating feelings to another person or confirming feelings with another person
Affective sharing
107
infants look to another person’s expressions to help decide what to do in an uncertain situation
Social Referencing
108
Emotional expression development ~12 months
seek help from adults in regulating their emotions, but also will attempt to control their own emotions
109
12-18 months positive emotions
elation- happy over long time
own achievement
110
12-18 months negative
fight back tears
parent more willing to expose child to stress,
fewer separation issues
individual differences in coping ability
111
18 months develops what
joint attention
affective sharing
initial + emotions
112
Laughter
2nd year
Get attention
meaning '
mother-infant laugh style
113
Start talking about emotion:
20 months
Conversation by 24 months
Existential self
114
Stress coping
transitional object
Parental help
deficit in neuro?
Difficult if no joint attention
115
Internal working model
expectations for particular kinds of attachment styles
116
Separation for primary caregiver end of 2nd year
understand they come back
boys leave more than girls, but don't wander
Easier if
○ if the parent prepares the child & gives instructions for what to do during separation
○ if dropped off at a familiar setting
○ if the caregiver stays at a distance shortly before departure
if dropped off by father rather than mother (mothers took longer to leave the children)
117
Sex difference in emotion
Girls more spontaneously and earlier about emotion.
sons solve issue on own
118
Empathy develops age
2
119
More caring behavior if mom
depressed
120
• Children who score high on understanding others’ emotions are likely to come from families in which
Talk about cause of feelings
○ children have an opportunity to observe parents talking with siblings about their feelings and behavior
○ children are encouraged to cooperate with their siblings during coordinated play
○ there is a secure attachment with the mother
121
Recognize own name age
6 months
Subjective self
Shared communication, awareness of self/others
122
Existential self
18 months whole picture of self.
personal pronouns begins same time as mirror self-recognition
Infants more self-other aware more securely attached to mom/fathers, concern for other's distress, coordinate mirror image imitation, competent with peers
123
recognize self in mirror and show emotion
Self-conscious emotions
2 years
embarrassment
Others: guilt, jealousy, pride, shame
124
Shame vs. Pride
Shame- eyes of someone else, communicates failure
Pride- own standards, personal goal in eyes of another
125
Committed compliance
parents establish mutually responsive orientation that leads children to become aware of behavioral standards/rules and internalized them
126
Situational compliance
develops when children cooperate with parents but do not follow their instructions with enthusiasm or completely on their own.
127
Yale lab: born good
complicated
| born empathetic, but love their own
128
Maternal employment: a factor in this decision
does mom want to work?
129
most likely to take parental leave
Mothers
~3 months
shorter leave? more depression
less interest in infant
130
paterntity leave
~6.5 days
131
Why not like US leave policy
* mothers cannot breast feed for as long as recommended by the American Academy of Pediatrics (for 12 months)
* mothers may choose drug-assisted childbirth or C-sections, even if they would have preferred a natural birth, to get back to work sooner
132
Canada/Europe
A few years
Healthier birthweight
lower mortality
high rates of breastfeeding
133
Effects of child care depend on
quality of care
| quality of family environment
134
High Quality child care
Trained caregiver, good hygiene
low caregiver-child ratio
correlated with secure attachment
135
Child care under age 1
Children in high-quality child care under age 1 did better in school at 8 & 13 years
• Under the age of 1 year, infants appear to be more sensitive to the effects of child care quality & the availability of attachment figures within the child care setting
136
Weird finding about child care
More hours in child care under age 1 is related to lower school readiness scores at age 5
hours in child care after the age of 1 year is related to higher school readiness at age 5
137
Good things of child care
After 12 months, more cognitive/social advancement, compliance to rules, school readiness
positive impact on math/reading for low income children
138
Purpose of early intervention
Children with disabilities, low income, poverty, anything that could hurt development and help mediate it
139
Head Start
A national intervention program for families with young children with disabilities and low-income pregnant women and families with infants and toddlers
Center-based care + home visits have produced the strongest effects for children.
Research indicates that parents also benefit from their participation in Early Head Start.
140
Lasting effects of head start
lasting academic success, but not IQ
Positive effects not sustained if it does not continue during school transition
141
Cost benefit of early intervention reveals...
the costs of interventions and early childhood programs are returned as savings to taxpayers and program participants.
12% rate of return
142
Variables that predict better outcomes for children
Individual: Good cognitive skills, easygoing temperament, hope, high self-efficacy, self-regulation or executive functioning skills
Relationship: Effective parenting, close relationships with caring competent adults, close friendships
Community: Effective schools, comforting rituals, spiritual beliefs
143
Property of language that lets us talk about heaven, Santa, superman
displacement
144
Vocab explosion
18 months
145
Predictor of language competence
verbal interaction with child in early years
146
wug test
fill in with "correct" word from context even though nonsense
147
Should, parents intervene?
Yes, if children under 3
Even so, favor younger child. better if expect responsibility and accountability
148
3 reasons for increase peer relations
1) imitation
2) complementary roles/responses
3) language
149
Emotion/Cognition
Left hemisphere, language skill
