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Psych 220 Exam #2
| Term | Definition |
|---|---|
| Phonemes | a basic unit of a languages phonology |
| Morphemes | smallest grammatical unit in a language |
| Semantics | the branch of logistics and language concerned with meaning |
| How would you describe children’s earliest vocabularies? | - say nouns, simple, interact with commonly context bound( say blanket but mean their own blanket) simple words, that mean something but it can depend on situation, also no grammar |
| underextensions | is opposite might only call black lab dogs and no other dog |
| overextensions | using a words term to broadly like calling all men daddy |
| Broca’s aphasia | is when you lose the ability to produce language(spoken/written) |
| Wernicke’s aphasia | the person can talk but have a very basic understand of nouns and verbs |
| Theories of Language acquisition | UG and cognitive skills |
| UG | innate capacity for language + there are basic principles that all languages share. principles across different languages similar = verb, structure. called LAD = people might have innate skills. Pros: learning = easy |
| Cognitive Skills | where mechanism is innate this is called LAST experience+ language learning to help learning to occur. language is learned |
| Be familiar with the typical developmental sequence of speech perception, and studies used to support this developmental pattern. | - general shift that happens during the first year of life, they can perceive the difference in any language, they shift to perceive only differences in their own language. after 6 months hone in on the phonemes specifically in our language |
| brain development during early childhood | after infancy brain development slows considerably until adolescence -early childhood = 80% of weight, age 5 = 90% of weight -myelination, branching of neurons, synaptic pruning -brain still immature = low problem-solving abilities -culturally based |
| mental operations | the mental process of combining, separating, or transforming information in a logical manner |
| egocentrism | the tendency to “center on oneself”, that is, to consider the world entirely in terms of one’s own point of view |
| preoperational stage | according to Piaget, the stage of thinking between infancy and middle childhood in which children are unable to decenter their thinking to to think through the consequences of an action |
| information-processing approach | depict the workings of the mind as analogous to the workings of a digital computer - the neural features of the human brain = hardware of the computer, activities and practice = computers software |
| privileged domains | - cognitive domains that call on specialized kinds of information, require specifically designated forms of reasoning, and appear to be of evolutionary importance to the human species - respond to highly specific and important features of the environment |
| The Domain of physics | within months after birth children have some grasp of at least a few very basic physical principles, experiment using the violation-of-expectations method - Ball rolled on board and rolled off in three different ways |
| The Domain of Psychology | by the end of the first year, infants possess at least an intuitive understanding that other people’s actions are caused by their goals and intentions, tested by the false-belief task |
| The Domain of biology | experiment showing that 3 and 4 yrs olds can distinguish the difference between animate and inanimate objects, most kids know that living things grow and change in appearance, but artifacts do not |
| Theory of mind | coherent theories about how people’s beliefs, desires, and mental states combine to shape their actions - tested by false- belief understanding task |
| False-belief understanding task | assess a child’s ability to recognize that others can have, and act according to, beliefs that are contrary to the facts as the child knows them - child can realize that other people have false belief of the world |
| horizontal décalage | variations in performance from one version of the problem to the next, so important to Piaget because hes is a theorist and the variances would otherwise disprove stage theory, his ad hoc, how he gets out of having stage theory violated |
| sex | The biological status of being male or female |
| gender | The meanings that societies and individuals attach to being male or female |
| gender roles | The societal expectations for appropriate female and male behavior |
| gender identity | How one psychologically perceives oneself as either male or female |
| gender flexibility | boys are more rigidly gender-typed than girls, boys avoid “feminine”activities rather than showing a preference for “masculine” activities |
| ethnic identity | a sense of belonging to an ethnic group, and the feelings and attitudes that accompany the sense of group membership -depends on enviro - also through cultural socialization, preparation for bias, promotion of ethnic mistrust, and egalitarianism |
| socio-dramatic play | -make believe play in which two or more participants enact a variety of related social roles - experiment with range of roles - we learn cultural roles on how to be in certain roles |
| instrumental aggression | is used to get a toy or something |
| hostile aggression | is to inflict pain onto somebody else/ gain dominance. |
| relational aggression | it is when people use relationships to hurt others. |
| prosocial behavior | is any behavior that benefits others or society as a whole/and its meant to do that. |
| empathy | -share the experience (can display when have full-fledged theory of mind) - early imitation might mask empathy |
| sympathy | - acknowledge experience - sympathy should occur first given theory of mind |
| Risk factors | poverty, abusive parenting, biological could also be bad and put you at a disadvantage. |
| Protective factors | wealth, good parenting, 5htg( alleles) Biological could be helpful context is important because it depends on how the kid reacts to certain factors and how constant those factors are. |
| What are the physical and intellectual effects of experiencing child- care versus home care? | - home care: form normal bonds - child care: depends on what childcare is like because if it is good have similar social, cognitive development as the kids in home care. if it is not good then you see differences. |
| Theories of gender role development | the psychodynamic theory, the social learning view, the cognitive-development view, the gender schema view, and the cultural view |
| The psychodynamic theory | The psychodynamic theory of gender development suggests that gender identity and role are acquired during the third stage of psychosexual development, the phallic stage. |
| The social learning view | They receive rewards or punishments for specific gender role behaviors They watch and imitate the behavior of others Belief that children imitate the same-sex parent |
| The cognitive development view | Children’s own cognitions are primarily responsible for gender role development children identify with and imitate same-sex parents, and others of their same gender |
| The gender schema view | Theory suggests that children use gender as a schema to organize and guide their view of the world acquire gender-specific behaviors through social-learning own thought processes encourage gender development. |
| the cultural view | Gender influences by cultural norms |
Created by:
canofpeachesss
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