PSYC 250 1st EditionExam # 3 Study Guide Lectures: 15 - 20Lectures 15 & 16: Language (October 21st & 23rd)Language and Thought: which develops first?- Thought present in infants before language- Does thought influence language or language influence thought?o It’s bidirectional, they influence one another. Connection changes over time.Components of Language- 1. Phonology – sound- 2. Morphology – rules to combine sounds- 3. Semantics – meaning, can look at individual words- 4. Syntax – structure (grammar); rules for combining words into sentences- 5. Pragmatics – use in particular contexts- In language development, comprehension precedes production- Receptive language is always ahead of productive languageo Children are good at these by about 5-6 yearso Comprehension precedes productionWhat is needed to learn language?- 1. Human braino Areas specializing in language production – Broca and Wernicke’s areaso Left side deals more with language input than the righto Areas of the brain specialized for language develop prenatallyo Experience-expectant plasticity o Sensitive period – timeframe where brain is most modified by experience/most malleableo Language learning proficiency is highest from 0 – 7 yrs, then steadily declines - 2. Human environmento Exposure to language Child directed speech- Simpler, intonation changes, slower, clearer- Nonverbal games- Songso When you don’t get what is needed: Human brain but very little language input = some language ability with some areas of deficits  After more than 10 years severe deprivation, genie was still able to acquire language. Good at acquiring language (semantics) but hadpersistent difficulties with syntax Non-human brains plus rich human language input = some language ability with substantial deficits Milestones in Language Development- 1. Crying o Present at birth, reflex to signal distresso Gradually comes under voluntary control- 2. Cooingo Starts about 1-2 monthso Vowel soundso Becomes common during social interactions- 3. Babbling o Starts about 4-6 monthso Vowel-consonant combinations o Babies in videos were also moving their hands not just vocalizing, precursor to next stage- 4. Gestureso About 8-10 monthso Nonverbal communication  Pointing – necessary for children to learn, they require verbal and pointing to acquire the names of things Wavingo Symbolic gestures – (ex. More)- 5. Patterned Speecho Near end of 1st yearo Pseudospeech – symbols for things but not a word (prrr when see a cat)- 6. First wordso Around 1 yearo Individual differenceso What type of word is produced 1st?  Depends on emphasis of language input (ex. In US nouns like mom)o Holophrases – 1 word representing a whole phrase Ex. Uh-oh – very common, so is huh like phrases for first vocabulary wordso Word spurto Word use errors  Overextensions – take one word they can say and apply it to other things in a broader category (ex. Doggie for all animals)o Types of words used by children w/ productive vocabulary of 50 words Object words – used to refer to classes of objects, to unique objects - Ex. Doggie, milk, etc. used 65% of time Action words – to describe or accompany actions or to demand attention- Ex. “up” – used about 13% of time Modifiers – refer to properties or quantities of things - Ex. Big, hot, mine, etc. used about 9% Personal/social words – used to express feelings, comment about social relationships- Ex. Please, no, etc. used about 8% Function words- Words that have a grammatical function - Ex. What, where, is, etc. used about 4%- 7. Word Combinations o Around 2 yearso Individual differenceso Telegraphic speech  Speech is still underdeveloped, leaving out little words/details, modifiers and articles Ex. “happle me” give an apple to meo Grammar syntax  Grammatical morphemes  Transformational grammaro Overregularization Past tense and plural nounso Modeling and feedback Expansion – take what the child said and expand around it, giving more info and asking them probing questionso Recast - 8. Conversational skillso Turn taking  Number or related turns increases with age, number of unrelated turns decreases with ageo At 5-6 children have very large vocabs, syntax largely down, still working on pragmatics-Prominent themes in the study of language development- Interaction of nature and nurture - Holistic development -Lectures 17 & 18: Emotion & Attachment (October 28th & 30th) Emotions and Attachment - Summary of age of appearance of different emotions:oDevelopment of Emotional Regulation- Shift from caregiver regulation to self-regulation, starting to gain self-controlo Self-soothingo Distractiono Talkingo Impulse control- Use of cognitive strategies to control negative emotions o Older children understand that thoughts affect emotions, and rethink the situationo Ex. It gets better project – give kids suggestions for cognitive strategies for how tocope with being bulliedo As we get older we develop multiple strategies- Selection of appropriate strategies to control emotionso Must consider needs, goals, and the situationo How much control do you have over the situation?o If it isn’t possible to control the situation then what strategies can control thinking about the situation/behavior related to it?o Thinking through consequences Individual differences in emotion and self-regulation- 1. Temperament o Biologically based patters of emotional and behavioral reactivity o Thomas & Chess’s Temperament types Easy – 40% of children Difficult – 10% Slow-to-warm up – 15%- Don’t add up to 100 bc not true for all children. Moved from usingthese terms to:o 6 dimensions Fearful distress Irritable distress Positive affect Attention Activity level Rhythmicity- Hagan’s research video of babies at 4 months then at 10 with mobile then checkup with a strangero Stability of temperament Depends on environment- 2. Socialization o Based in our social relationships A. cultural norms  B. parent’s behavior- Expression of emotion  form of socialization- Reaction to children’s emotions  consequences to child’s emotions - Discussion of emotion- Instruction in regards to emotion regulationo Displaying rules  coached over time, culturally related Attachment- Healthy emotional and social development depends on social interaction with caring adults - Harlow’s heartbreaking research o Took newborn