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
