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lifespan development Flashcards

1
Q

how is development defined

A

-development over the life span is multi-directional, multi-contextual, multi-cultural, and plastic.
-it is a science that depends on theories, data, analysis, etc.

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2
Q

mult-directional

A

if all human traits were charted from birth to death, some traits would appear, others disappear, increase, decrease, spiral, etc.

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3
Q

multicontextual

A

everyone is profoundly affected by their surroundings.

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4
Q

Scientific method

A
  1. begin with curiosity
  2. develop a hypothesis
  3. test the hypothesis
  4. draw conclusions
  5. report the results
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5
Q

what is the lifespan approach

A

the lifespan approach takes into account ALL phases of life and all aspects of development.

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6
Q

what are the “multis” of the lifespan approach?

A

This perspective is multidisciplinary, with insights from psychology, biology, history, and sociology.

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7
Q

what are two theories at the intersection of nature or nuture?

A

some people believe that most traits are inborn-someone is innately good or bad
others believe that the environment has everything to do with who they become

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8
Q

differential susceptibility

A

the impact of any good or bad experience might be magnified or inconsequential, depending on genes OR experiences
(dandelion or orchid metaphor)

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9
Q

what is the concept of discontinuity in human development

A

change can occur rapidly and dramatically, qualitative change
ex: when caterpillars become butterflies

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10
Q

how does continuity in human development differ from discontinuity?

A

continuity is different from discontinuity because it is a gradual timeline, quantitative change
ex: redwoods

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11
Q

what are the assumptions of discontinuity theories?

A

abruptness assumption,
concurrence assumption, coherent organization assumption

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12
Q

abruptness assumption

A

development involves sudden, qualitative changes rather than a gradual, incremental progress
ex: one day the baby is scooting, then the next day they begin crawling in an advanced way.

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13
Q

concurrence assumption

A

multiple or new skills or abilities emerge at the same time
ex: as the baby moves from crawling to walking, theres often a concurrent development on improving their balance, for example

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14
Q

coherent organization assumption

A

new skills or abilities develop in a logically organizes and integrated way, where each development builds on or reorganizes previous ones.
ex: when the baby finally begins to walk, this new ability is not random, but a coherent reorganization of earlier movements, like scooting or crawling.

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15
Q

critical periods

A

a time when something must occur for normal development, or the only time when an abnormality may arise.
ex: the critical period for humans to grow limbs is between 28-54 days

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16
Q

sensitive periods

A

this is when a particular development occurs more easily BUT not exclusively at a certain time.
ex: communicating through language

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17
Q

What is the main idea of Bronfenbrenner’s Ecological model?

A

Bronfenbrenner believed that each person is affected by many social contexts and interpersonal interactions

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18
Q

microsystem

A

family, friends

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19
Q

exosystem

A

school, church

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20
Q

macrosystem

A

cultural values, economic policies

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21
Q

to say that something is “empirical” means that it is

A

based on data

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22
Q

race

A

social construct label used to categorize people based on physical appearance

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23
Q

ethnicity

A

belonging to a social group with a common cultural or national history /tradition

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24
Q

members of a given cohort experience the same

A

historical events at about the same age

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25
Q

church is an example of

A

an exosystem

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26
Q

Piaget’s concrete operational period typically occurs from the age of

A

6 to 11 years

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27
Q

the imitation of the behaviors of others through observation is called

A

modeling

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28
Q

cross-sequential research is a combination of which two research techniques?

A

cross-sectional and longitudinal

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29
Q

the crucial ethical concern that must begin all developmental studies is that

A

it must address collaboration, replication and transparency of the study

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30
Q

classical conditioning

A

learning by association

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31
Q

operant conditioning

A

learning by consequences

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32
Q

psychoanalytic theory was created by

A

Freud

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33
Q

According to Freud, crucial development occurs in the first

A

six years of life

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34
Q

According to the psychoanalytic theory, early development occurs in three stages, characterized by

A

the sexual pleasure centered on a particular part of the body

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35
Q

According to the psychoanalytic theory, infants experience the

A

oral stage because their erotic body part is the mouth

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36
Q

According to the psychoanalytic theory, early childhood focuses on the

A

anal stage, with a focus on the anus and toilet training

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37
Q

According to the psychoanalytic theory, preschoolers enter

A

the phallic stage, where the penis becomes the source of pride and fear for boys and a reason for sadness and envy for girls

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38
Q

According to the psychoanalytic theory, during middle childhood there is

A

a latency period, an interlude, or a quiet period

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39
Q

According to the psychoanalytic theory, development ends at the

A

genital stage, at puberty

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40
Q

psychosocial theory was created by

A

Erikson

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41
Q

The psychosocial theory emphasized

A

family and culture and its influence on development

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42
Q

trust vs mistrust (Psychosocial theory)

A

babies will either trust that others will satisfy their basic needs OR develop a mistrust about the care of others

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43
Q

Autonomy vs shame and doubt (Psychosocial theory)

A

children either become self-sufficient in walking, exploring, etc. OR doubt their own abilities

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44
Q

initiative vs guilt (Psychosocial theory)

A

children either try to undertake many adult-like activities OR internalize the limits by parents

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45
Q

industry vs inferiority (Psychosocial theory)

A

children busily practice then master new skills OR feel inferior, unable to do anything well

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46
Q

identity vs role confusion (Psychosocial theory)

A

adolescents ask themselves “who am i?” and establish identities OR are confused about their roles

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47
Q

intimacy vs isolation (Psychosocial theory)

A

young adults seek companionship and love OR become isolated from others fearing rejection

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48
Q

generativity vs stagnation (Psychosocial theory)

A

middle-aged adults contribute to future generations through work and parenthood OR they stagnate

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49
Q

integrity vs despair (Psychosocial theory)

A

older adults try to make sense of their lives, either seeing life as a meaningful whole OR despairing at goals never reach

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50
Q

behaviorism was created by

A

Pavlov

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51
Q

unlike the psychoanalytic theories, behaviorism

A

emphasizes nurture, including the social context and culture but specifically the immediate responses from other people to whatever a person does

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52
Q

the social learning theory was created by

A

Bandura

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53
Q

the social learning theory notes that

A

because humans are social beings, they learn from observing others, even without personal reinforcement

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54
Q

an example of social learning is

A

children who witness domestic violence are influenced by it, even when they personally do not experience it

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55
Q

the cognitive theory was created by

A

piaget

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56
Q

the cognitive theory says that

A

each persons ideas and beliefs are crucial

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57
Q

“cognitive” in cognitive theory refers to

A

not just thinking, but also to attitudes, beliefs, and assumptions

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58
Q

sensorimotor (cognitive theory)

A

infants learn that objects still exist when out of sight (object permanence) and begin to think through mental actions

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59
Q

preoperational (cognitive theory)

A

the imagination flourishes, and language becomes a significant means of self-expression and social influence

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60
Q

concrete operational (cognitive theory)

A

applying logic, children grasp concepts of conservation, numbers, classification, and many other scientific ideas

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61
Q

formal operational (cognitive theory)

A

ethics, politics, and social and moral issues become fascinating as adolescents and adults use abstract, theoretical reasoning

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62
Q

cognitive equilibrium

A

a state of mental balance

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63
Q

intellectual advancement occurs

A

because humans seek cognitive equilibrium

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64
Q

information processing

A

is NOT a stage theory but rather provides a detailed description of the steps of cognition

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65
Q

evolutionary theory says

A

according to evolution, every species strives to survive and reproduce

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66
Q

scientific observation

A

requires researchers to record behavior systematically and objectively

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67
Q

experiments aim

A

to establish causality

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68
Q

independent variable

A

is the extra treatment or special condition

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69
Q

dependent variable

A

The independent variable affects whatever they are studying

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70
Q

a survey is

A

Information is collected from a large number of people by interview, questionnaire, or some other method and are a quick way to collect data

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71
Q

Cross-sectional research

A

Compares people of one age with similar people of another age

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72
Q

Longitudinal research

A

Collect data repeatedly on the same individuals over time

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73
Q

Cross-sequential research

A

Combination of cross-sectional and longitudinal

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74
Q

a correlation exists

A

between two variables if one variable is more or less likely to occur when the other does

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75
Q

a correlation is positive if

A

both variables tend to increase together or decrease together

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76
Q

a correlation is negative if

A

one variable tends to increase while the other decreases

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77
Q

there is zero correlation if

A

there is no connection between variables

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78
Q

Quantitative research

A

can be easily summarized, compared, charted, and replicated.

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79
Q

Quantitative data

A

are easier to replicate, easier to compare across cultures, and less open to bias, however, nuances and individuality are lost

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80
Q

Qualitative research

A

asks open-ended questions, reports answers in narrative form, and reflects cultural and contextual diversity

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81
Q

code of ethics

A

are a set of moral principles

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82
Q

The Institutional Review Board

A

is a group that requires research to follow guidelines set by the federal government

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83
Q

study: are murderer’s brains different from ours?

A

this study wanted to see if murderers’ brains function differently at aa neurologically. The brain scans showed that nature and nurture were both important; some people are “hardwired” to kill and by nature are murderous; however, some peoples environment can still be a factor in a murder

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84
Q

epigenetics

A

the study of how the environment influences genetic expression

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85
Q

Study: the effects of loneliness

A

studied extreme social deprivation on mice, results showed that prolonged loneliness can affect biological, and neurological, and change the structures of your brain

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86
Q

non-experimental

A

documents relations between variables

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87
Q

examples of non-experimental studies

A

-children’s age and suggestibility
-stress and suggestibility

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88
Q

advantages of non-experimental design

A

-determine how variables are related
-identify factors associated with increased risk
-study situations that cannot be controlled experimentally

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89
Q

disadvantages of non-experimental design

A

-just because two variables are related does not mean they always co-occur
-correlation does not prove causation

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90
Q

experimental studies

A

manipulate one variable to determine its effect on another variable

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91
Q

example of experimental study: effects of interviewer behavior on children’s memory

A

-children visited the lab and played
-children’s memory tested afterward
-interviewers were either supportive or nonsupportive
-children who had supportive interviewers had better memory than those who had unsupportive interviewers

92
Q

the mothers ovum contains

A

X

93
Q

the fathers sperm contains

A

X or Y

94
Q

eye color is said to be

A

polygenic

95
Q

the neural tube eventually develops in the

A

spinal cord

96
Q

What gene is known for signaling the development of the male sex organs during fetal development

A

SRY

97
Q

low birth weigh is defined as a body weight less than __ at birth

A

5 1/2 pounds

98
Q

Which test measures the responsiveness of newborns and records 46 behaviors, including 20 reflexes

A

Brazelton Neonatal Behavioral Assessment Scale (NBAS)

99
Q

The Apgar scale measures the

A

newborns’ health following the birth

100
Q

Which term describes feelings of inadequacy and sadness following the birth of a baby?

A

postpartum depression

101
Q

genotype

A

combination of genes an organism has (genetic makeup

102
Q

what is different about the 23rd (last) pair of chromosomes?

A

unlike the matched pairs of the other 22. the 23rd pair can either be a match (XX) or not (XY)

103
Q

characteristics of a Y chromosome

A

-smaller than the X, contains fewer genes
-has the gene to grow a penis
-the Y comes from the father

104
Q

each reproductve cell is called a

A

gamete (either a sperm or an ovum)

105
Q

when two opposite gametes combine, it creates a

A

zygote

106
Q

the genome is

A

the entire packet of instructions to make a living organism

107
Q

an allele is

A

a variation that makes a gene different in some way from other genes for the same characteristics (ex. eye color)

108
Q

genotypes

A

are the genetic material that the 46 chromosomes carry. they are inherited and passed down by gametes (cannot know a persons genotypes just by looking at them)

109
Q

phenotypes

A

is the actual appearance and manifest behavior of a person; how someone looks, functions and acts

110
Q

the phenotype

A

reflects the genotype

111
Q

methylation

A

is the process of coding a material that surrounds the genes, resulting in an enhancement, transcription, or silences genetic instructions

112
Q

a person is called a carrier when

A

a recessive gene is on the genotype but not the phenotype

113
Q

what is the only type of cell in the human body that does not contain all of a person’s chromosomes?

A

gametes. each sperm or ovum contains only half of each pair of chromosomes. only 23 instead of 46

114
Q

microbiome

A

refers to all the microbes that live within every part of our body

115
Q

microbes influence

A

immunity, weight, diseases, moods, nutrition, etc.

116
Q

social interactions

A

have the ability to change the gene expression of a person (e.g. a premature baby who had to deal with a lot of pain after birth may display signs of that later in life)

117
Q

copy number variations

A

genes with repeats or deletions of base pairs, which can correlate with heart disease, intellectual disability, mental illness, and many cancers.

118
Q

monozygotic twins

A

come from only one zygote

119
Q

dizygotic twins

A

come from 2 zygotes, 2 ova are fertilized by 2 sperm at the same time

120
Q

the first two weeks of prenatal development are

A

the germinal period

121
Q

the 3-8th week of prenatal development is

A

the embryonic period

122
Q

from the 8th week until birth is the

A

fetal period

123
Q

vulnerability during the germinal period

A

estimated 65% of all zygotes do not grow or implant properly and thus do not survive this period

124
Q

vulnerability during the embryonic period

A

about 20% of all embryos are aborted spontaneously due to a chromosomal abnormality

125
Q

vulnerability during the fetal period

A

about 5% of all fetuses are aborted spontaneously (stillborn) much more common in poorer nations

126
Q

vulnerability during birth

A

only about 27% of all zygotes grow and survive to become living newborn babies

127
Q

primitive streak

A

forms the neural tube 22 days after conception

128
Q

the neural tube develops into the

A

CNS (brain and spinal column)

129
Q

at the end of the embryonic period

A

the 23rd pair of chromosomes usually produce hormones that cause the reproductive organs to develop inside (ovaries) or outside (testicles and penis) the body

130
Q

age of viability

A

is the age at which a fetus might survive outside the mothers uterus if specialized medical care is available

131
Q

by full term, human brain growth

A

is so extensive that the cortex has become folded and wrinkled

132
Q

fontanels

A

are areas on the top of newborn head where the skull bones have not yet fused. Fontanels enable the fetal head to become narrower as it moves through the vagina during birth

133
Q

why do about half of all zygotes have more or fewer than the intended 46 chromosomes?

A

most of them fail to duplicate, divide, differentiate, and implant

134
Q

if an entire chromosome is added, that leads to

A

a recognizable syndrome

135
Q

syndrome

A

is a cluster of distinct characteristics that tend to occur together

136
Q

trisomy

A

is a condition where three chromosomes are at a particular location instead of 2

137
Q

trisomy-21 is also referred to as

A

down syndrom

138
Q

XXY is

A

Klinefelter syndrome

139
Q

Klinefelter syndrome usually appears

A

males, where the usual male characteristics at puberty do not develop or grow, usually sterile
-language disabilities

140
Q

XYY is

A

Jacobs Syndrome

141
Q

Jacobs Syndrome characteristics

A

-males, typically tall
-the risk of intellectual impairment in language

142
Q

XXX is

A

Triple X syndrome

143
Q

Triple X syndrome characteristics

A

-females, tall appearance
-impaired in most intellectual skills

144
Q

XO is

A

Turner syndrome, only one sex chromosome (X) is affected

145
Q

Turner syndrome characteristics

A

-females are short, often “webbed” neck
-secondary sex characteristics do not develop
-learning disabilities

146
Q

teratogen

A

anything from drugs, viruses, pollutants, malnutrition, and stress that can increase the risk of prenatal abnormalities and birth complications.

147
Q

fetal alcohol syndrome

A

distorts the facial features of a child (especially in the eyes, ears, and upper lip)

148
Q

preterm babies are born

A

two or more weeks early

149
Q

small for gestational age explains

A

a baby whose birthweight is significantly lower than expected

150
Q

consequences of low birthweight

A

-rates of cognitive, visual, and heearing impairments increase
-toddlers may cry more often, pay attention less and disobey more

151
Q

cesarean section

A

is a surgical procedure in which the fetus is removed through incisions in the abdomen and uterus, instead of being pushed by contractions through vagina

152
Q

vaginal deliveries provide

A

a beneficial microbiome

153
Q

kangaroo care

A

the newborn lies between the mothers breasts, skin to skin, listening to her heartbeat and feeling her body heat

154
Q

couvade

A

fathers can feel 8 or more of the possible symptoms in the final 3 months of pregnancy

155
Q

crying is important in babies for

A

clearing lungs and drawing attention to their needs

156
Q

reflexes that maintain oxygen supply

A

-breathing reflex
-reflexive hiccups and sneezes
-thrashing (can take something off your mouth that can obstruct breathing)

157
Q

reflexes that maintain constant body temperature

A

-crying
-shivering
-tucking legs close to body
-pushing away blankets when its hot

158
Q

reflexes that manage feeding

A

-sucking
-rooting (when you touch their cheek and they move their mouth toward your finger)
-spitting up

159
Q

reflexes that are not necessary for survival can still

A

signify state of brain and body functions

160
Q

examples of reflexes that are not necessary for survival

A

-babinski reflex (fanned toes)
-stepping reflex (can motion stepping when stood up)
-palmar grasping reflex (gripping something when you put something in their hand)
-moro reflex (if the baby feels their body dropping, they will fan their arms out and try to hag on to something to not fall)

161
Q

avg body weight for infants is

A

about 28 pounds, 4x their birth weight in just two years

162
Q

2 of te main functions of infants are

A

eating and sleeping

163
Q

newborns should be sleeping

A

15-17 hours a day, in 1-3 hour segments

164
Q

newborns have a high proportion of __ sleep

A

REM; which is crucial for retaining information from your day and processing it

165
Q

head-sparing

A

is a biological mechanism that protects the brain when malnutrition isrupts body growth

166
Q

dendrite

A

fibers that extend from a neuron and receives electrochemical impulses transmitted from other neurons via their axons

167
Q

synapses

A

intersection between the axon of one neuron and the dendrites of other neurons

168
Q

neurotransmitter

A

brain chemical that carries information from the axon of a sending neuron to the dendrites of a receiving neuron

169
Q

why does synaptic growth become extremely dense at 2, then decrease by half as we age?

A

we lose half of that in the frontal cortex because you are becoming more efficient

170
Q

methods for detecting infant perception

A

-habituation
-violation of expectations
-preference
-visual cliff
-high amplitude sucking

171
Q

example of habituation

A

video: the baby first sees the rattle and looks for a long time, then she is shown the same rattle over and over again and gets used to it= looks less (habituation), when she is shown a new rattle, she looks again for a long time (dishabituation)

172
Q

intermodal perception

A

incorporating information from more than 1 sense

173
Q

intermodal perception: study

A

-very young infants link sight and sound
-when 2 videos are presented simultaneously, infants prefer to watch the images that correspond to the sounds they are hearing (4 mos)
-at 5 months, infants can associate facial expressions with emotion in voices as well

174
Q

sight and touch in late infancy

A

infants can tell that their visual information and tactile information are not what they anticipated

175
Q

gross motor skills

A

every basic motor skill develops over the first 2 years of life

176
Q

cephalocaudal

A

head-down, this is one direction in which the order of motor development happens

177
Q

sequence of gross motor skills

A

-sitting unsupported
-standing, holding on
-crawling
-standing, not holding on
-walking well
-walking backward
-running
-jumping up

178
Q

fine motor skills

A

physical abilities involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin
-shaped by culture and opportunity

179
Q

sequence of fine motor skills

A

-grasping rattle
-reaching to hold object
-thumb-and-finger grasping
-stacking two blocks
-imitating vertical line

180
Q

intellectual growth qualities by the 1st year of life

A

-memory is robust
-language comprehension and production via words or gestures
-infants engage in deliberate acts and behaviors to elicit responses

181
Q

assimilation

A

types of adaptation in which new experiences are interpreted to fit into, or assimilate, with old ideas
-e.g: you have a dog at home, and you grow to understand that dogs have the same qualities. Now you are not in your home, and you see another dog that has different qualities than your dog, but you assume correctly that it is a dog as well

182
Q

accomodation

A

type of adaptation in which old ideas are restructured to include, or accommodate, new experiences.
-e.g: same scenario, except you wrongly label a pet cat as a pet dog. Now, you have to shift your definition of what dogs are to correctly define and differentiate animals

183
Q

sensorimotor intelligence

A

Piagets term for the way infants think-by using their senses and motor skills-during the first period of cognitive development.
-understanding through action

184
Q

sensorimotor intelligence:
schemes/schemata

A

“units” of knowledge, each relating to one aspect of the world, including objects, actions, and abstract concepts
-e.g: sucking (if something is on my lips, i should suck it so I can gain more information)
-e.g: everyone knows generally what to expect when dining at a restaurant

185
Q

mental representations

A

mental imagery of something not present
-if an infant tried to bring their primary caregiver to mind and they were not right in front of them, they wouldnt be able to
-out of sight out of mind

186
Q

deferred imitation study

A

-“teacher infant” shows the “student infant” an action they have never seen before with an object, then when the object is placed in front of them, it is studied whether or not they have the ability to do deferred imitation
-this recall is happening later, not at the same time

187
Q

modification of reflexes

A

birth to 1 month

188
Q

modification of reflexes are

A

-reflexes that lead to learning
-ability to modify reflexes, adapt to the environment

189
Q

primary circular reactions happens between

A

1-4 months

190
Q

primary circular reactions

A

developing the ability to repeat things that you find enjoyable actions using own body
-used as entertainment
-e.g: moving your arms and your hand lands in your mouth, you repeat that action because it is enjoyable to you
-indicates egocentricity

191
Q

secondary circular reactions happens between

A

4-8 months

192
Q

secondary circular reactions

A

-repetitive actions with objects
-discovers movements outside of the self
no object permanence: out of sight is out of mind

193
Q

combination of secondary circular reactions happens between

A

8-12 months

194
Q

combination of secondary circular reactions characteristics

A

-relatively fragile mental representations
-have object permanence, but make A-not-B error

195
Q

A-not-B error example

A

-infants can now identify where the object is hidden when shown hiding spot, but when moved to another spot, they cant find it again
-both locations are RIGHT in front of baby, but they still cant find it

196
Q

tertiary circular reactions happens between

A

12-18 months

197
Q

tertiary circular reactions characteristics

A

-little scientist
-explore uses of objects; scientific exploration
-intrinsic curiosity about workings of the world

198
Q

beginning of mental representation happens between

A

18-24 months

199
Q

beginning of mental representation characteristics

A

-deferred imitation
-can now complete A-not-B with displacement

200
Q

Why is Piaget so important (positive)

A

-careful observation of child cognition at each stage; inspired future research
-underestimation of age at which accomplishments occurred (object permanence, deferred imitation)
-sensory and motor ability emphasis limited understanding of early child cognition

201
Q

Piaget: criti

A

-all of these stages can be manifest much earlier than Piaget estimated

202
Q

early development: memory

A

-piaget: no mental representation, they could not remember anything
-now we know that memory occurs BEFORE birth

203
Q

Rovee-Collier’s mobile paradigm

A

-tie a ribbon from a mobile to an infants foot
-train the infant to move their foot to make the mobile move
-let the kicking extinguish
-she wanted to see how quickly they can relearn this action

204
Q

Rovee-Collier findings

A

-infants as young as 2 months retain up to 48 hours
-retention period increases with age (e.g. weeks or months)
-by the time they are 6 months old, they can remember for up to 3 week

205
Q

recognition memory

A

is the memory studied with infants

206
Q

early recall is also demonstrated through

A

is searching for hidden objects at about 9 months

207
Q

deferred imitation can actually appear as early as

A

9 months, not 24 according to Piaget

208
Q

language: the universal sequence

A

-listening and responding
-babbling
-first words
-verbs and nouns
-putting words together

209
Q

preverbal developments

A

paying attention to speech; intonation and rhythm
-especially interested in “motherese” or “infant-directed speech”
-preverbal infants respond to speech more than sounds

210
Q

categorical speech perception

A

in the first few months of life infants can make sound discriminations in all languages and lose this ability as they specialize

211
Q

babbling

A

is characterized by indiscriminate utterance of speech sounds, often repeated syllables
-begins around 4-6 months of age
-varies and sounds different depending on language

212
Q

one-word utterances

A

-first words emerge as early as 9 months and usually resemble babbling: “mama,” “dada” not true words

213
Q

holophrases

A

object names may be used to communicate many meanings
e.g: if a cup of milk spills, an infant may point at it and say “milk!”

214
Q

true first words usually emerge around

A

12 months of age, and are typically nouns

215
Q

naming explosion/vocabulary spurt

A

around 18 months, children have a sudden burst in language learning
-first 50 words are usually important people, food, relating to their environment

216
Q

two-word utterances emerge around

A

18 months

217
Q

two-word utterances: telegraphic speech

A

like a telegram, they only include only essential meaning words

218
Q

semantics: two-word utterances

A

two-word utterances begin to convey meaning instead of just labels

219
Q

grammar: two-word utterances

A

unclear whether children use grammar in two-word utterances

220
Q

early development language

A

many theorists argue that language learning has some innate component, aka nativism

221
Q

nativism

A

-language learning is universal
-we seem to innately make human speech sounds
-we intuitively attend to human speech sounds
-we go through many of the same stages of language development around the same time, regardless of the language spoken and other environmental input
-there is a critical period for learning language

222
Q

theory one: learning approach

A

-infants need to be explicitly taught to learn a language

-B.F Skinner noticed that spontaneous babbling is usually reinforced (talking back to babies with babbling)
-parents are expert teachers, and other caregivers help them teach their children to speak
-word repetition helps
-well-taught infants become well-spoken childrent

223
Q

theory 2: social interaction approache

A

social interaction fosters infant language
-infants communicate because humans have evolved as social beings
-each culture has practices that futher social interaction, including talking
-social impulses, not explicit teaching, lead infants to learn language

224
Q

theory three: infant self-teaching approach

A

infants teach themselves
-language learning is innate, adults need not teach it, nor is it a by-products of social interaction

225
Q

theory three was theorized by

A

Chomsky
-language is too complex to teach

226
Q

language acquisition device

A

allows children to derive the rules of grammar quickly and effectively from the speech they hear every day

midterm flashcards (5 decks)

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