PSYC 2700 Lecture 23Outline of Last LectureI. Prenatal hormone impactII. Sex DifferencesOutline of Current LectureIII. BernsteinIV. Verbal deficit hypothesisV. LabovVI. Hess and ShipmanVII. Hart and RisleyVIII. K. E. Nelson studyIX. Gesture input and social classCurrent LectureLanguage and the ImpoverishmentI. Early Focusa. Providing adequate nutrition.b. Many parents are single parents with multiple, low incomes.c. Children from these families who are in Pre-K school benefit a lot from learning social skills and appropriate ways to interact.II. Bernstein: Elaborate and Restricted codesa. Looking at class differences in British homes. Noticed that the middle and upper class provided a wider range of vocabulary and complex utterances, but also provided reasoning behind thinking. III. Verbal deficit hypothesisa. Bereiter & Engelmann programb. Argues that you could work on these children’s language and improve their cognitive function and language abilities. c. Some scientists thought perhaps it was not a deficit of language that these impoverished children had, but rather a different manner of speaking in word choice accent. IV. Labov: African-American English vernacular or Black Englisha. Child described as having almost no English at all. He notes that this child is getting in detentionfor talking in class. b. Researcher was not asking for child to describe a plane, another researcher started conversation by insulting the child’s parent thus sparking a stream of output from the child.c. Different syntactic aspects:i. Double-negatives ex. I ain’t got no money.ii. A habitual form of “be” ex. My mother be in NYC.iii. Incorrect subject verb agreement ex. The chairs is in the hall. iv. Changes/ swallowing the ends of words.These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.v. Surprisingly a lot of these changes are taken from rules of pronunciation of original African groups. V. Hess and Shipmana. Mother-child interaction in different tasks. Range of African-American families from different degrees of ages, education, and income. b. There were differences in vocabulary by social economic class, but they also had different stylesof interaction in different tasks. c. Upper class women had a “cognitive rational style” and would guide the child. “What do you think we should do first?”d. Lower social class had “interpretive approach” and would just tell the child, “Do this.”VI. Hart and Risley studya. Differences by social class in words addressed to children, minutes spent interacting.i. Upper class giving language input of about 600 words per hours to their children.ii. Lower class was giving input of about 200 words.b. Differences in cumulative vocabulary by social class.i. By the age of three children had significantly different vocabulary sizes depending on how much word input they had received. VII. K. E. Nelson studya. Head Start and languageb. He was following children from a number of head start center in PA. Found that children were learning to behave themselves and were getting better nutrition, but their verbal IQ was not really improving. c. In addition to getting language input from parents you also get it from your peers, so putting low-vocabulary IQ students together does not help them as much as integrating them with children with larger vocabularies and more complex syntaxes would.VIII. Gesture input and social classa. Goldin-Meadow & Rowei. Looking at middle and lower income families and their language development from 14 months to 34 months. ii. Middle class mothers were making much more use of gestures with their children. Much less of these type of input was done by lower class families.b. Marilyn Dameilsi. Teachers incorporating a lot of sign language into their classrooms for content words. They would show the children the signs and have children copy signs for different words. Children were testes and children who had used sign language had raised their IQ to almost the mean of the population, while other classrooms had IQ’s going down. ii. Key for picking up the vocabulary is enacting the gesture. IX. Maltreated Children’s Language Environmenta. Abuse and neglect i. Abuse may involve physical, emotions, or sexual abuse. Abuse is associated with act by acaregiver that injure or harm a child,ii. Neglect is associated with a failure to provide for a child’s physical , intellectual, or motional development. 1. Fewer words and grammatical words. Much more use of imperatives. 2. Its not just social economic class, but quality of