practice questions Flashcards
When does phonological development begin?
Before birth
provide an example of generativity
The cat, which was chasing the mouse, ran under the bed
provide an example of recursion
provide an example of concept of symbols
Chomsky best supports which view of Language Development?
Nativist Account
Describe one way in which behaviourist and connectionist accounts of language development differ
Connectionist - rewards don’t matter
Behaviourist - all about reinforcement
T/F: There is developmental change with respect to how noun labels lead to the whole object bias between 5-7 years of age
False, dev. differences were not seen in class
What is the QRP?
all labelling inherently ambiguous
Provide 3 examples of how we solve the QRP (name the bias)
basic-level bias
main research question and findings of Baron & Banaji
Aim of study: To investigate whether children (5-6 year olds) have implicit attitudes toward race categories after they are expected to have (conceptualized race) achieved a mature representation of the concept of race
Methods: IAT (Implicit Association Test)
- Participant first practice classifying stimuli in terms of a target concept (such as race or gender)
Findings: There is an early emergence of implicit attitudes toward both non-social (flower vs insect ) and social Black vs. White) categories
By age 6 children appear to have formed detectable implicit attitudes towards social groups (did not vary across three age groups)
For self-reported patterns, there is an early and strong preference for one’s own group - but subsides by age 10 and levels off to equal preference by adulthood
Implicit intergroup attitudes are learned quite early
- Children who come from disadvantaged groups experience the lower attitudinal status of their own group
Implicit race attitudes are acquired early and remain relatively stable across development
- Even though explicit attitudes become more egalitarian
What was the primary research question explored by Gelman & Heyman? And, what was the main conclusion from their study
RQ: Examine how language affects children’s inferences about novel social categories.
- Whether linguistic form used to express social categories (difference between labeling nouns and using verbal predicates), has significant implications for how children perceive the stability and endurance of personal characteristics
Methods: 5 year-olds and 7 year-olds were assigned to either the label condition or the verbal-predicate condition.
- Novel nominalized phrases were used to describe characteristics of fictional characters. Children were then asked questions assessing their judgements of the stability of these characteristics over time and across contexts.
Findings: Children judged personal characteristics as more stable when described with a noun label (e.g., she’s a carrot eater”), compared to a descriptive verbal predicate, effect of labelling on stability judgements held across different properties and age groups (5 and 7 year olds)
- Linguistic form used to express social categories can influence how children view certain characteristic, shaping their understanding of trait malleability and identity.
- People possess strong stereotypes of social categories encoded in labels,
- Nouns are particularly important for implying that a category is richly structured.
- It is suggested that the use of labels may have a broader effect by serving as one factor that helps children construe certain social categories as natural kinds
What was the primary research question explored by Rhodes? And, what was the main conclusion from their study
Aim: To find whether subtle linguistic cues - describing science as an action instead of an identity - would increase girls’ persistence in new science activities.
Participants: The researchers conducted four experimental studies involving 501 children to examine the impact of subtle linguistic cues on girls’ engagement in science activities.
The researchers focused on the early childhood period, as gender stereotypes about science and patterns of interest in science emerge during this time.
Findings: Describing science in terms of actions (“do science”) instead of identities (“be scientists”) increased girls’ persistence in science activities (no significant effect on boys)
The “be-scientist” condition became more beneficial to boys’ persistence and more detrimental to girls’ persistence across the age range.
What was the primary research question explored by Gonzalez?
What were the main findings of the study reported by Gonzalez, et al.
Aim of study: Whether children’s implicit racial attitudes can be reduced + if developmental differences exist in the capacity to reduce implicit racial bias among children
Participants: Children of Caucasian and Asian ethnicity (groups that display implicit bias for White individuals over Black individuals and who represent a culturally higher status)
- Total 369 children between 5 and 12 years, - Younger and older children groups
findings: exposure to positive behaviors of out group members can temporarily reduce implicit biases, especially in younger children
when a child associates a new word with what a speak is looking at, not what they themselves are looking at, this is an example of children’s sensitivity to
pragmatics
when children regard rules and duties to others as unchangeable gives according to piaget refers to this as:
1. moral relativsim
b. autonomous morality
c. transitional period
d. moral inadequacy
e. heteronomous morality
e. heteronomous morality
which of the following is a characteristic of conventional moral reasoning?
1. trying to get rewards and not be punished
b. complying with laws and social duties
c. thinking about moral principles
d. criticizing other people’s actions rathjer than your own
b. complying with laws and social duties
TF: children are equally good at accurately remembering both gender-consistent and gender-inconsistent behaviors
false: children are better at remembering gender- consistent
T/F: werkneken and tomasellos’s paper discussed interesting finding that children and chimpanzees are altruistic in diff ways
true
T/F: collective monologue describes form of comm. in which children communicate with one another by taking turns speaking. however, these conversations don’t advance much shared meaning
true
describe what we mean by social refering and social scaffolding
Social referencing is the process by which individuals, particularly infants and young children, look to caregivers or other trusted adults to gauge how to respond to unfamiliar or uncertain situations
Social scaffolding refers to the support and guidance provided by more knowledgeable individuals (such as parents, teachers, or peers) to help someone perform a task or understand a concept that they might not be able to do alone.
consistently rewarding children each time they are prosocial will eventually lead to the ______ of prosocial behavior when those rewards eventually disappear
a. increase
b. decrease
c. no change
b. decrease
the modularity hypothesis is support by a
a. nativist view of language development
b. universal view of language development
c. connectionist view of language dev.
d. statistical learning view of lang. dev.
e. dual representational view of lang. dev.
a. nativist view of language development
name and describe the 3 main features of language
generativity: finite number of words, combining them and making all kinds of meanings
recursion: have an idea expressed across multiple sentences
rephrasing/rewriting it without losing meaning
graph: figure above form article by baron and banaji read during unit of intergroup cognition illustrate that
b. 10 yr olds show explicit preferences for white over black
name one type of intelligence describe by gardner and an example profession form that type of intelligence
Bodily-Kinesthetic Intelligence
A person with strong bodily-kinesthetic intelligence might excel as a dancer. Dancers use their body movements to interpret and perform choreographed routines, express emotions, and tell stories through physical movement.
what was notable about influence of risk factors on intelligence and academic performances when comparing 4 to 13 yr olds?
similar effects
according to chall’s stages of reading development, by what point in his schooling will james begin to take away meaning from what he is able to read?
4th-8th grade, 3rd stage
provide an example of the competence/ performance distinction
Competence: This refers to an individual’s implicit knowledge of the rules of their native language, including grammar, syntax, and vocabulary. For example, a native English speaker’s knowledge that “The cat is on the mat” is a correctly structured sentence, while “Cat mat on the is” is not.
Performance: This refers to the actual use of language in concrete situations, which can be influenced by various factors such as memory limitations, distractions, fatigue, or social contexts. For example, an individual might accidentally say “The mat is on the cat” instead of “The cat is on the mat” due to a slip of the tongue, even though they know the correct structure
describe example that illustrate inconsistency of timeline pertaining to piaget’s stage theory of development
Piaget’s Theory: Piaget believed that children in the preoperational stage (ages 2 to 7) are egocentric, meaning they struggle to understand perspectives other than their own. He illustrated this with tasks like the “Three Mountain Task,” where children had difficulty describing a scene from a perspective other than their own.
Inconsistency: Subsequent studies, such as those by Martin Hughes, using more relatable and contextually appropriate tasks (like the “Policeman Doll Task”), showed that children as young as 3 to 4 years old could successfully take another person’s perspective. This suggests that Piaget’s methods may have been too complex and underestimated children’s abilities to decenter
T/F: in unit of intergroup cognition, baron and banaji showed that both explicit and implicit race attitudes change gradually across childhood
false
T/F: myelination describes process by which neurons become coated in protective lining, speeding up fidelity (accuracy) of signal transmission
true
T/F: when it comes to children learning from their parents, parents are considered direct instructors not indirect socializers
false
when does phonemic learning begin?
before birth in utero/ womb
