SFL 210 notes

Chapter 9 Language Development
Phonology; 1st governing structure and speech patterns; how I know when a sounds ends a word and starts one Page 358
Semantic: 2nd the way underlying concepts are 3expressed in words and word combinations. Versatile vocabulary Page 358
Grammar: 3rd syntax: rules by which words are arranged into sentences and morphology: grammatical markers indicating active or passive voice
Nativist: (Chomsky) account that has language as a uniquely human accomplishment; children assume much for their own language growth. All children have an innate language acquisition device (LAD) system that permits them to once they have a sufficient vocabulary to combine words grammatically. There is universal grammar: built in storehouse of rules that apply to all human languages. Sharp contrast to behaviorist it is based on the idea that language will be acquired.
Even chimps can not acquire as much language as a preschool child
Language areas in the brain
Sensitive period for language development
Children who learn two languages in early childhood separate the language systems from the start and acquire each according to a typical timetable. When school-age children acquire a second language after mastering the first, they take five to seven years to attain the competence of native-speaking age mates. Bilingual children sometimes engage in code switching between the tow language. Bilingual children are advanced in cognitive development and met linguistic awareness-advantages that proved strong justification for bilingual education programs in schools.
Behaviorist: (Skinner) is learned through operant conditioning; baby makes sounds and parents correct them or reward proper sounds for words such as food, eat, please, and hug
Infants: communicate by making eye contact; joint attention: in which the child attends to the same object or event as the caregiver, who labels it, contributes greatly to early language development.
Common language errors:
overextension: applying a word to a broader collection of objects: “car” for buses
under extension: apply words too narrowly “bear” is only his only single stuffed teddy bear
over regularization: a regular grammar rule to the exception; “my toy car breached”
Language development strategies:
Coining:
Telegraphic speech: focus on high-content words and omit smaller ones: “Tommy hit” or “give cookie”
Syntactic bootstrapping: combine words with “similar qualities” “this is a citron one,” told about a car and then again, “that lemon is bright citron,” to concluded the meaning
Metaphors:
Fast mapping: connect a new word with underlying concept after only being exposed briefly
Comprehension/production: comprehension develops ahead of production
Adult Repetition: repeats baby sounds back to the child: “joy joy”
Recasts: restructuring inaccurate speech into correct forms “joy”
Expansion: elaborating on children’s spec, increasing its complexity “joy is your aunt, that means she is your dad’s sister,”
Shared reading with parents
Referential styles of language:
Expressive styles of language:
Chapter 10
Functions of emotions: happiness leads you to approach, sadness to withdraw, fear to actively move away, anger to overcome, expresses your readiness to establish or change your relation to environment as a matter of importance to you
Infants and emotions: the basic emotions are present in even primates, and babies begin to do the social smile: broad grin
Emotional self-regulation: strategies used to adjust intensity/duration of emotional reactions to an acceptable level to get goals
Emotional display rules: specify when, where, and how it is appropriate to express emotions
social referencing: relying on another person’s emotional reaction to appraise an uncertain situation; how mom reacts is how baby does
Temperament: easy 40% quickly establishes regular routines in infancy, cheerful, adaptable
Difficult 10% irregular daily routines, slow to accept new experiences, reacts negatively/intensely
Slow-to-warm-up: 15% inactive, shows mild, low-key reactions to stimuli, slow to adjust
Inhibited/shy children react negatively to and withdraw from novel stimuli
Uninhibited/sociable child display positive emotion to novel stimuli
There does seem to be a genetic link with temperament and identical twins; the Chins babies react to stimuli differently than the white American babies do
Goodness-of-fit model: temperament and environment together can produce favorable outcomes; creating child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning.
Attachment: stung, affectionate tie we have with special people in our lives, leads us to experience pleasure when we interact with them and have comfort at their nearness
bowl by’s ethological theory: ethological theory of attachment: recognizes the infant’s emotional tie to the caregiver as an evolved response that promotes survival, is the most widely accepted view.
Reattachment phase birth to six weeks built in signals (grasping, smiling, crying) to bring in adult and survive
Attachment in the making six to eight months respond differently to familiar caregiver that to a stranger; smiles more at mother, quiets more for parents than babysitter
Clear-cut attachment six to eight moths to eighteen months to two years attachment is clear to caregiver. Experience stranger anxiety; and use mother as a secure base
Formation of reciprocal relationships: trust swim teacher
Strange situation:
Secure base: use parent for trust and support
Avoidant attachment: unresponsive to mother leaving or returning
Resistant attachment: before separation infant wants closeness, can not be soothed by stranger, and when parent returns they are a combine reaction of anger and want
Disorganized/disoriented attachment: abusive situation
Sensitive care giving; responding promptly and consistently and appropriately to infants and holding them tenderly and carefully creates healthy attachment
Family plays: parents with healthy relationship can develop healthy relationship with baby
Chapter 11
I-self, me-self
The I the identity: how the eye perceives the self in a mirror
The Me is the painting of oneself: what the eye paints on the mirror
Social cogitation: how children come to understand their multifaceted social world; interpret experiences about self
Self-recognition: identification of the self as a physically unique being
Inner self: private thoughts and imaginings
Remembered self: an autobiographic memory of self
Early childhood: I’m Tommy. See, I got this new red T-shirt. I’m four. I can wash my hair. I like Toy trucks.
Three ½ to five typical emotions also: I’m happy when I am at grandma’s house
Four: “I’m shy”
Middle childhood: able to place self in perceived categories
Self-esteem over time:
1-2 expressions of pleasure in mastery are evident, sensitivity to adults’ evaluation appears
3-5 self-esteem is typically high/self-evaluations. All people who try hard are smart, can run fast
6-10 hierarchically organized; separate into academic, social, athletic, decline in levels of self-esteem then rise
11 to adulthood dimensions added (romance, friendship) continue to rise
Achievement motivation: tendency to persist a challenging task
Learned helplessness: attribute failures to ability. When succeed believes it is only because of external not internal
Incremental: I can get better through effort
Entity: I cannot improve ever
Mastery-oriented attributions: crediting success to ability and that there is improvement
Chapter 12
Freud’s comes from wanting to be like the father or the mother
Piaget’s: asked Swedish children questions
Heteronymous morality: 1st stage view rules as handed down by authorities (God, parents, and teachers) with a permanent existence that is unchangeable
Realism: tendency to view mental phenomena including rules as fixed
Reciprocity: golden rule “do unto others as you would have them do unto you
Autonomous morality: rules are not fixed but guidelines
Kohlberg: Heinz dilemma PAGE 498
Muriel’s Domain
Moral: protect peoples’ rights
Social: customs and culture such as table manners
Personal: hairstyle, friends, room clean
Chapter 13
Gender identity: perception of the self as relatively masculine or feminine in characteristics
Gender roles: reflection of stereotypes in behaviors
Gender stereotyping: boys work women are mothers
Gender stereotype flexibility: increased dramatically from age seven on; as they realize that gender does not determine personality; but take a harsh view of children breaking the rules; boys don’t play with dolls
Parents and gender discrimination: younger children receive more rearing in gender rolls than childhood
Androgyny: scoring high on both masculine and feminine personality characteristics
Gender labeling
During the early preschool years, children can Babel their own sex and that of others correctly
Gender constancy: a full understand of the biologically based presence of their gender that combines gender labeling, gender stability, and gender consistency
Gender stability: at this stage children have a partial understanding of the permanence e of sex in that they grasp its stability over time: boys become men but still believe that changing hairstyle can change a person’s sex
Gender consistency: late preschool years sex is biologically based and will be the same, but people can cross dress
Gender intensification: increased gender stereotyping of attitudes and behavior and movement toward a more traditional gender identity strongest for early adolescent girls (facials in jar high, but not now)
Gender Schema theory is an information processing approach that explains how environmental pressures and children’s cognition work together to ship gender. PAGE 547