exam 3 lecture notes Flashcards
Syntax
The structure or grammatical rules of language
How words are combined into a sentence
Holophrases
one word sentence Combined with gesture to convey meaning “Juice” — “I want some juice!” “This is juice.” “I like juice.”
Telegraphic speech
Utterances that leave out the “little words” Includes content/open-class words Nouns, verbs Omits the function/closed-class words Of, the, a, and Begins with two-word utterances “See doggie!” Still seen with longer utterances “Daddy give me milk!”
Syntax : Development
- Production of more complex sentences begins around 2-2.5 years old
- Starting to put 4 or more words together
- “Look at me hit the ball.”
- Starting to put 4 or more words together
- Begin connecting ideas with “and” at ~3 years
- Most children use complex sentences by 4 yrs
-Linking main and subordinate clauses using “if”,
“because”, “until”, “while”, etc.
Syntax : Development
~5 years
Largely developed by ~5 years
Some development continues into school-age
Subject-verb agreement (They was/were)
Personal pronouns (He/Him went)
By 6-7 years, grammar generally adult-like
Young children
Collective speech
series of monologues
Lack of turn-taking; unrelated statements
By ~5 years of age
- narratives
- scaffolding
Narratives: description of events like story
Scaffolding: added structure to child speech and memory provided by parents
Emotions
More than just “feelings”
Emotions
- physiological factors
- subjective factors
- cognitve factors
- desire to take action
- Physiological factors Heart rate, respiration, hormones - Subjective feelings - Cognitive factors Factors that elicit or are associated with subjective feelings - Desire to take action Fight, Flight, or Freeze Escape, approach, or change people in the environment
Emotional Intelligence
- “Affective social competence”
- Abilities key to competent social functioning
Ability to motivate oneself
Willingness to persist when frustrated
Impulse control
Delaying gratification
Identify & understand feelings
Mood regulation
Emotion regulation in social interaction
Empathy with others’ emotions
Discrete Emotions
Darwinistic view of emotions
Each emotion is innate
Physiological, bodily, & facial coordination
Each is distinct and manifest early in life
Innate Systems + Experience
3 basic systems
Joy/pleasure Anger/frustration Wariness/fear - Born with primitive versions - Social experience refines emotions
Functionalist Approach
Basic function of emotion is to achieve a goal in a specific context
Fear —> Leave situation
—> Self-preservation
Emotional reactions affected by social goals
Thus highly subject to influence of others
Dynamic-SystemsTheory
- Not clear which emotions are distinct early on and which develop as a result of experience
- Repeated coordination of various systems interacting together —> new functions
- Applies to emotional, motor, cognitive, language, & other aspects of development
- Systems (perception, action, memory, language, attention, social interaction) coordinate
- For emotional development: biology, cognition, & experiences interact over time in an increasingly predicted way
Positive Emotions in Infancy
- weeks 3-8
- Very early emotions likely reflexive and/or responses to biological states
- -Often see smiles during REM in newborns
- weeks 3-8: begin to see smiles in social interaction s
- touching, voices etc.
- smiles directed at others
- may strengthen relationships and promote care
Positive Emotions in Infancy
- by 7 months
- smiles directed primarily at familiar people
- –Unfamiliar people may elicit fear response
- –Smiles elicit continued interactions w/ caregivers
- –Smiles often paired w/ excitement, playfulness
- –Makes caregivers feel special — strengthens bond
Positive Emotions in Infancy
- 3-4 months
- 10-12 months
- ~2 years
- 3-4 months: smile & laugh in a variety of situations
Tickling, blowing on skin, swinging in air, bath time - 10-12 months: enjoying unexpected things
- ~2 years: enjoy making others laugh
Begin “clowning around”
Negative Emotions in Infancy
- 2 months
- 4 months
- 6-7 months
- 1st negative emotions are responses to hunger/pain
- By 2 months: differentiate between anger/sadness
- By 4 months: wariness of unfamiliar objects/events
- By 6-7 months: fear of strangers appears
- Parental attachment
- Intensifies & lasts until ~2 yrs
Negative Emotions in Infancy
- by 4-8 months
- by age 1
- 2nd year
- By 4-8 months: anger differs from fear/sadness
- By age 1: child expresses anger, often towards other
- 2nd year: increased ability to control environment leads to increased anger when frustrated or when something is taken
- Sadness often seen in similar situations as anger
- Young kiddos separated from parents for long periods display intense & prolonged sadness
Self-conscious Emotions
Embarrassment, pride, shame, guilt
Emerge during 2nd year of life
- Increased understanding of self as distinct from others
- Increased knowledge of what is expected by others
Embarrassment
Emerges between 15-24 months Often seen when child is center of attention Eyes down Hang head Blush Hide face in hands
Pride
Emerges between 12-24 months
Often smiling at others when complete a goal or did something new
By 3 years, pride tied to performance level
Guilt
Feelings of remorse & regret about one’s behavior & desire to undo consequences
Emerges around 2-3 years
Often tied to levels of empathy
Shame
Feel exposed, often want to hide
Focus on self with lack of concern for others
Emerges around 2-3 years
Children can respond differentially with shame or guilt by age 2
Response depends on experiences & parenting