Exam Unit #3 Flashcards
What occurs in infancy (language development)
How do infants communicate?
Connection to sight → cooing by seeing things around them
Remember first few months, can’t see people or color clearly
They understand words before they can say them - the appearance of a first word (around 10-15 months) is just a continuation of that
First word are usually important people or familiar words
- Vocab spurt: once the first word is spoken, an infant’s vocab increases dramatically
1. 18 month old = 50 word average
2. 2 year old = 200 word average
By the time they are 18-24 months, they vocalize in 2 word utterances
more milk; mama walk; where ball
Usually heavy reliance on gestures, tone & context
Types of infancy communication:
- Crying
- Cooing (single vowel sounds i.e. “aah”, “ooo” etc.)
a) First start to coo around 2-4 months - gurgling sounds that are usually made to express pleasure - Babbling - the function is to practice making sounds, communication & attract attention
- Gestures - start using gestures around 8-12 months (waving bye, nodding, showing an empty cup)
What occurs in early childhood (language development)?
- Age 2-3 → toddlers transition from 2 words to 3-4 word complex sentences (school age time)
- Have knowledge of language, and now building sentences
- Can produce all vowel sounds & consonant sounds; demonstrate knowledge of syntax; semantics & morphology (order of words) rules
Best evidence for changes in children’s use of morphological rules occurs when they switch from “foots” to “feet”; or “goed” to “went
WUG EXPERIMENT
Early childhood semantics -
- Vocab development is dramatic between 18 months and 6 years of age → child learn new word every hour → know 14000 words by grade 1
Why can children learn so many new words so quickly?
- Fast mapping → child’s ability to make an initial connection between a word and its referent after only limited exposure to the word
What occurs in mid-late childhood?
- Attending school drastically changes a child’s abilities with language because they are constantly gaining new skills
- Children’s vocabulary increases to 40,000 words by grade 5
- They develop metalinguistic awareness which is knowledge about language, like being able to discuss the sounds of language.
- It allows children to think about their language, understand and define what words are
- Children also make progress in understanding pragmatics, i.e. knowing the rules for language in everyday contexts, what is appropriate and inappropriate to say
2 approach to teach kids to read:
The whole-language approach - in this approach, beginner readers are taught to recognize whole words or entire sentences and use context to guess at the meaning of words.
The phonics approach - emphasizes teaching basic rules for translating written symbols into sounds. Reading materials are simplified, and only after children have learned the rules, should they be given complex reading materials such as books and poems
What occurs in adolescents?
- Language development during adolescence includes greater sophistication in the use of words.
- With an increase in abstract thinking, adolescents are much better than children at analyzing a role a word plays in a sentence.
What occurs in adulthood?
- Language development in adulthood often depends on education level, social interaction and occupational roles
- Vocabulary is thought to increase over adulthood, until older adulthood where it starts to decline
Implicit vs explicit memory:
Implicit = memory without conscious recollection, memories of skill and routine procedures that are performed automatically (unconsciously remembering to drive a car, type of keyboard, etc)
explicit memory = conscious recollection of facts and experiences (ex. Being at a grocery store and remembering that you want to buy something or being able to recall plot of movie)
Shallow vs deep processing:
SHALLOW PROCESSING:
Encode information on basic auditory or visual levels, based on the sound, structure or appearance of a word
- processing involves trying to remember material through rote memorization, repetition, rereading, and highlighting
DEEP PROCESSING:
Encodes semantically, based on actually meaning associated with that word
actively engaging with the material to be learned, making connections to prior knowledge, and creating mental associations that provide context and meaning
BOTH LONG TERM MEMORY
Short term vs. Working vs. Long term Memory
Short term memory
- Involves retaining information for up to 30 seconds without rehearsing information
- With repetition and rehearsal, this strengthen in childhood
Working memory
- Interacts with long term memory
- Workbench where individuals manipulate information (decisions, problem solving) to eventually store it in long term memory
Process: Short term memory picks up information, working memory will make decision if it should be kept and sent to long term memory or be deleted
Long term memory
- Permanent type of memory that stores huge amounts of information for long periods of time
- Becomes autobiographical (remembering events through specific time and location)
Fluid vs. Crystallized intelligence:
FLUID INTELLIGENCE:
- Involves being able to think and reason abstractly, solve problems, and generate/manipulate new information in real time
CRYSTALIZED INTELLIGENCE:
- It refers to the accumulation of knowledge, facts, and skills that are acquired throughout one’s life and as they age
Gardner’s Theory of Multiple Intelligence:
- Howard Gardner argued people have multiple intelligences and proposed 8 different types;
- He believed that Intelligence tests weren’t measuring all the different intelligences (broader perspective)
1. Verbal intelligence -> think in words
2. Mathematical -> scientist, accountants, etc
3. Spatial intelligence -> think 3-D (artist, architects)
4. Musical
5. Interpersonal -> understand interactions with others (teachers and therapists)
6. Intrapersonal -> understand themselves and psychologists)
7. Naturalist -> nature
8. Bodily Kinesthetic -> manipulate objects (surgeons, dancers, etc)
Sensorimotor Stage
- Birth to 2 Years
- simple symbols (play pretend), represent word with images, words, etc, object permance and stranger anxiety
- The baby understands the world through their senses and their motor actions; begins to use simple symbols, such as single words and pretend play, near the end of the period
- Children begin to represent the world with words, images, and drawings
- Object Permanence
- Stranger Anxiety
Preoperational Stage
- 2-7 Years
- By age 2, the child can use symbols both to think and to communicate, develop the ability to take others’ points of view, classify objects, and use simple logic by the end of this stage.
1) Symbolic Representations: the ability to make one thing - a word or an object- stand for something other than itself
- Ex: Pretend Play
2) Egocentrism: Looking at the world from one’s own point of view
