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TAMU PSYC 307 - 2.12_color
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Developmental Psychology12/12/20081ANNOUNCEMENTSz First Midterm is…THURSDAY!– Bring a gray scantron– Come early, because we’ll start right on timez Eswen is holding a review session TODAY after class in PSYC 106z Eswen will be available during my office hours this Thursday (12 – 1); see her in PSYC 413 (I will NOT be in my office)2/12/20082Zygotic Periodz Conception to time blastocyst implants in uterine wall– Rapid multiplication of cells– Cells begin to differentiate– Ectoderm: will become skin, hair, sensory organs, nervous system– Endoderm: will become digestive and respiratory system– Mesoderm (third layer) emerges a bit later; will become circulatory and skeletal muscular system– Other parts of blastocyst develop into placentaDevelopmental Psychology22/12/20083Embryonic Periodz Third to eighth week– Most important stage in terms of differentiation of organs, limbs, and physiological systems– By end, all organs have been differentiated, although not fully developed– Critical period for many aspects of physical development– Drugs and other teratogens have greater impact on development now than at any other time– As many as one-half of all embryos are spontaneously aborted during this period2/12/20084Specifics…z When the blastocyst starts to penetrate into the wall of the uterus, the inner cell mass (embryoblast) also develops.z The embryoblast forms a bilaminar (two layered) embryo, composed of the epiblast and the hypoblast. z The epiblast, now called primitive ectoderm will perform gastrulation, approximately at day 16 after fertilization. In this process, it gives rise to all three germ layers of the embryo: ectoderm, mesoderm, and endoderm. z The hypoblast, or primitive endoderm, will give rise to extraembryonic structures only, such as the lining of the primary yolk sac.NOTE: You will not be tested on this!Developmental Psychology32/12/20085NOTE: You will not be tested on this!2/12/20086Language Acquisitionz Fact:– Every child learns (at least) one language– Learning one language doesn’t depend on intelligencez Children produce new, never-before-heard phrases; they are productive language usersDevelopmental Psychology42/12/20087Reception vs. Productionz Children can often understand more than they can produce– Receptive language > Productive language2/12/20088Cognitive Capacity vs. Formal Complexityz Cognitive capacity: Developmental stage of the child– Consistent across childrenz Formal complexity: How hard something is to express in a given language– Varies across languagesDevelopmental Psychology52/12/20089Goal State:2/12/200810Reality: Components of Languagez Phonetics– Speech soundsz Phonology– Rules governing the structure and sequencing of speech soundsz Grammar– Syntax: Rules for word arrangement in sentences– Morphology: Use of grammatical “morphemes” (markers) to indicate meaning (e.g., tense, case, person, gender, etc.)z Semantics– Word meaning; how underlying concepts are expressed in words and word combinationsz Pragmatics– Communicative aspect of language (e.g., turn-taking, gesture, tone of voice, etc.)Developmental Psychology62/12/200811Soundsz Change from babbling to pronouncing words happens late in first yearz Children give up relative freedom playing with sounds and begin to vocalize particular sounds and sound sequences unique to their language community2/12/200812Phonological DevelopmentDevelopmental Psychology72/12/200813Wordsz Genuine words appear only late in child’s first year (after much babbling)z First words:– protowords-sounds used as words but not part of the native language (e.g. kee kee)– Relational words– Terms for success/failure (e.g., hooray/uh-oh)– Words for important people2/12/200814Word Stagesz Holophrastic stage: – single words representing entire sentencez Naming explosion: – after learning about 50 words, child realizes all objects have names and rapidly learns new wordsz Fast mapping: – process whereby child quickly acquires and retains new words after hearing them applied to their referents only once or twicez Overextensionz UnderextensionDevelopmental Psychology82/12/2008152/12/200816Telegraphic Speechz Early words consist solely of content words and omit the less meaningful parts of speech (e.g., articles, prepositions, pronouns)– Explicit– Ordered– Telegraphicz Ability of child to communicate is measured not by how many words they can string together, but by average number of meaningful sounds per sentencez MLU (mean length of utterance): average number of meaningful units (morphemes) in a child’s utteranceDevelopmental Psychology92/12/200817Semantic Development2/12/200818Sentencesz At about 18 to 24 months, children combine words into simple sentences that are remarkably similar across culturesDevelopmental Psychology102/12/2008192/12/200820Grammatical DevelopmentDevelopmental Psychology112/12/200821Pragmaticsz Rules for specifying when to say what to whom—or the ability to select words and word orderings that are appropriate to the actions in a particular context– Conversational acts– Conversational conventions– Taking account of the


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TAMU PSYC 307 - 2.12_color

Type: Miscellaneous
Pages: 11
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