PSY210: 4. Cognitive Development in Early Childhood Flashcards

Question

Language Development  in Early Childhood

Answer 1

``` Vocabulary! ! fast-mapping! Grammar! ! overregularization! Conversation! ! pragmatics ```

Answer 2

Fast-mapping! ! objects, verbs, modifiers! Coin new words! 6 - 10000 words description of that single-use of word - children can learn that word best as fast mapping objects, then verbs, least modifiers objects co-occur with verb, for verbs, you can’t witness same time as hearing modifiers: have to figure it out themselves put together words that they know- objects + ppl have words that refer to them

Answer 3

Mutual exclusivity bias! Figure out sentences! Adult help undergeneralization: use word for the entirety of the object give object a term: applies to entire object analyze sentences to understand word meanings multisensory approach to teach child

Answer 4

``` Basic rules: subject–verb–object structure by age 4 plurals Overregularization Complex structures! ! questions! ! not complete until middle childhood prior speak in telegraphic speech ```

Answer 5

begin to build on complexity overregularization: misapply word apply it too broadly - parents correct difficulty phrasing things in question, or passive tense

Answer 6

2-year-olds can have effective conversations By age 4, adjust to fit age, sex, social status of listener Difficult situations telephone still talk over you but undestanding of turntaking increases start understanding grammar rules (him,her,ms.mr.) on the telephone they can’t engage in effective conversation, but use more words aware their conversation is lacking due to inability to use hands

Answer 7

``` Initiative !New sense of purposefulness !Eagerness to try new tasks, join activities with peers !Play permits trying out new skills !Strides in conscience development Guilt !Overly strict superego, or conscience, causing too much guilt !Related to excessive ! threats ! criticism ! punishment ```

Answer 8

engaging in new activities - doing things for the first time morality forms based on modelling morality of parents when parents guilt every time they take initiative, child will develop guilt child feels impotent

Answer 9

Judgments we make about our own worth Feelings about those judgments Includes: ! Begins - global appraisal ! Age 4 - judgments of different aspects of self 1 judgement 2. extent to which we care about that judgement if you cared, then it harms self esteem (relevance) general positive/negative, most children are positive

Answer 10

after 4 - refine self esteem - for physical activity, interactions with peers, academics teach children which aspects are important parents focused on outcome - reward on successful outcome attach self esteem on outcome - low expectations - don’t increase self esteem but understand they have low expectations reward effort + highlight criticism + achievement

Answer 11

Preschoolers judge: ! causes of emotions ! consequences of emotions Challenged by conflicting cues Parents & siblings contribute to understanding understand cause: happy because she is at the beach, with mom, taking picture

Answer 12

upset in picture: child understands boy will not share with them understand relationship betw emotion + behaviour older than 6, can understand conflicting emotional cues children can’t understand they can be happy + sad at once more interaction, more likely to express language i feel happy when you x, i feel sad when you feel x

Answer 13

By age 3–4, know strategies for adjusting emotional arousal Effortful control important Affected by parents, temperament involves display rules for emotions + extent of feeling emotions trying to elicit emotion in self language based emotional regulation parents teach us how to regulate some children are better at regulating

Answer 14

``` Shame ! Embarrassment ! Guilt ! Pride Preschoolers depend on adult feedback to know when to experience these emotions. Culture also influences ```

Answer 15

know who they are as a person, beliefs, ideals, self esteem start to feel things about themselves largely influenced by emotion NA: mostly feel pride, in collectivistic: pride puts self above others

Answer 16

peers: same aged, similar experience | first friendships: look at children’s play

Answer 17

``` Nonsocial activity Unoccupied, onlooker behaviour Solitary play Parallel play: Plays near other children with similar materials Does not try to influence them Social interaction Associative play Cooperative play mildred barton nature of interactions amongst the peers ```

Answer 18

engage in all 3 types once they can do all 3 parallel play: both playing with lego, not playing together associative: seperate activities but will share - comment on each other, help cooperative play: singular goal - building same house

Answer 19

Functional play Simple, repetitive motor movements With or without objects Constructive play Creating or constructing something Make-believe play Acting out everyday and imaginative roles as children get older, last two becomes more frequent functional: running in circles, bouncing ball constructive: making house make-believe play: cops + robbers, house

Answer 20

Someone “who likes you,” plays with you, shares toys Friendships change frequently. Friends more reinforcing, emotionally expressive than nonfriends Ease in acquiring predicts later achievement behaviours.

Answer 21

young children describe friends as someone they play with, solely focused on joint activities 2-6 no trust, no divulging of personal info children with friends more likely to laugh + smile (happier) not sharing of themselves, but there is an emotional connections children have diff making friends predictive of difficulty later on

Answer 22

``` Direct Indirect Arrange informal peer Secure attachment activities Guidance on how to act toward others Emotionally expressive, sensitive communication Parent–child play ```

Answer 23

parents put them in preschool, arrange playmates lessons on sharing, how to play well secure attachment: more likely to develop friendships - reproduce behaviour with other kids avoidance: play independently talk about emotions: children are more expressive parent teaches child how to play + child uses skills to make friends

Answer 24

Psychoanalytic " Freud: superego and guilt " Today: induction discipline Social learning Modelling moral behaviour Cognitive- developmental " Children as active thinkers about social rules model superego of parents unconsciously induction discipline: parent models good moral behaviour + use guilt in displays of bad morality cognitive-development: what is morality, what is a social rule

Answer 25

Characteristics of Good Models of Moral Behaviour: - Warmth and responsiveness - Competence and power - Consistency between words and behaviour model adults: whether or not they choose adult as a model positive emotional climate + responsive to child’s needs competence: they must demonstrate effective performance choose a model where words + behaviour aligns child can learn immoral behaviour from an immoral model

Answer 26

operant conditioning corporal (physical) punishment isn’t effective for 4 reasons 1. models aggression, 2. focuses on own distress not on the moral aggression - don’t synthesize, draw connection betw pain + behaviour 3. immediate relief for adult - reinforces behaviour of adult + child 4. children more likely to use corporal punishment with children

Answer 27

Moral imperatives Actions that protect people’s rights and welfare Social conventions !Customs determined solely by social consensus Matters of personal choice ! ! ! Do not violate rights Not socially regulated Up to the individual

Answer 28

schema: categories moral imperatives: lying distinguish morals, conventions, personal choice recognize diff, they judge moral imperatives when you break them as more wrong they say lying is the most wrong understanding of moral imperatives are immature: focus on salient feature - white lies are also wrong judge moral imperatives effects - breaking toy worse than lying tend to focus on outcomes

Answer 29

Proactive/Instrumental ! meant to help the child get something he or she wants Reactive/Hostile ! meant to hurt someone else as inhibitive + regulation improves - stop themselves for acting out aggressively to achieve a goal we better understand why ppl engage in behaviour can understand complex scenario - hurt because someone hit me

Answer 30

``` Physical ! Physical injury either Verbal ! Threats of physical aggression Name-calling Teasing always direct Relational Social exclusion Malicious gossip Friendship manipulation either physical aggression is frowned upon by adults ```

Answer 31

Individual differences ! gender ! temperament Family ! harsh, inconsistent discipline Media violence boys are more aggressive than girls more likely to punish girls physical aggression children w/ difficult temperament style are more likely to be aggressive families who engage in corporal punishment are more likely to have children to who are aggressive (because they are modelling aggressive behaviour) children are good at recognizing inconsistent discipline “maybe i won’t get caught this time and i’ll get away with it”

Answer 32

violent media is related to children’s aggressive behaviour hostile attribution bias—misconception that the worldis hostile and people have hostile intent if we consume enough violent media, we attribute violence to people’s behaviour miscontrue other’s behaviours after watching media ex. after watching fast and furious, people were more likely to street race and assume others on the road wanted to race them

Answer 33

Association of objects, activities, roles or traits with one sex that conform to cultural stereotypes. Begin around 18 months ! men: sharp, rough ! women: soft, round Strengthen and become rigid through early childhood Urban Youth ! Divide toys, clothing, tools, jobs, games, emotions, and more by gender.

Answer 34

rigid because they don’t have the capacity to understand fuzzy boundaries they need experience to shape categories

Answer 35

Genetic • Are we genetically programmed to engage in certain behaviours? Environmental • Parents • Toys, values, & language. • Teachers • Differential treatment • Peers • Playing & Peers Can Be Reduced we expect boys to be more aggressive because they have more testosterone playing is segregated by sex that reinforce stereotypes all within our control

Answer 36

Authoritative Authoritarian Permissive Uninvolved Combinations of parenting behaviours that occur over a wide range of situations, creating an enduring child- rearing climate

Answer 37

uninvolved: abusive, dysfunctional families psychological control: through guilt, related to maladjustment, manipulation results in maladaptive, see themselves as a bad person behavioural control: bed time, hard + fast

Answer 38

``` Acceptance Involvement Control Autonomy Authoritative: high, high, adaptive, appropriate Authoritarian: low, low, *high, low Permissive: high, too low or too high low, high Uninvolved: low, low, low, indifference ```

Answer 39

is the parent supportive, always there control: lots/no rules, allow child to be part of process autonomy: how much control they have authoritative: warm, knows their kid, seperate hard + fast rule (bed time at 8, as the kid gets older, can compromise), recognize when they can have some input

Answer 40

cold, not accepting, not involved, lots of control permissive: too involved/not enough, no hard + fast rule, make decisions when they aren’t ready uninvolved: neglect, substance abuse, depression authoritative: good role models - consistent, warm, caring - kids internalize interaction, appropriate autonomy = competence