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Dep Test #3 (10-11)
Dep Test #3 (10)
| Question | Answer |
|---|---|
| Language | communication system in which a limited number of signals – sounds, letters, gestures – can be combined according to agreed-upon rules to produce an infinite number of messages |
| Phoneme | Shortest segment of speech that can change the meaning of a word ex. ‘by’ has 2; ‘bite’ has 3; ‘built’ has 4. |
| Morpheme | Shortest meaningful unit. ex. ‘California’ has 1, ‘trucks’ has 2 |
| Syntax | the systematic rules for forming sentences |
| Semantics | understanding the different meanings of language ex.“Sherry was green with jealousy” does not mean that Sherry was literally green |
| Pragmatics | Rules specifying how language is to be used appropriately in different social contexts to achieve goals. ex. Saying chill to friend but not to Mom |
| Prosody | How sounds are produced ; The “melody” of speech, including pitch, intonation, accentuation of syllables in a word or words in a sentence, and the duration or timing of speech |
| Broca’s | Speech is produced |
| Broca’s Aphasia | Speech is very slow and deliberate. Word production is damaged not understanding |
| Wernicke’s | Incoming language is processed –comprehended |
| Wernicke’s Aphasia | Understanding is damaged and fluent speech production |
| How Does Language Develop? Nature | humans have a unique genetic capacity to learn language |
| Universal grammar- | A system of common rules and properties of language that may allow infants to grow up learning any of the world’s languages. |
| Language acquisition device (LAD) | sifts through language, applies the universal rules, and begins tailoring the system to the specifics of the language spoken in the young child’s environment |
| Poverty of the stimulus- | The language input to young children is so impoverished or limited that they could not possibly acquire language (without a powerful, innate language acquisition device). |
| How Does Language Develop? Nurture – Environment and Learning | Children’s language development is influenced bytheir environment |
| Behaviorists: | Language is Learned |
| Child-directed speech | Short, simple sentences spoken slowly in a high-pitched voice with repetition and exaggerated emphasis on key words |
| expansion | a more grammatically correct or complete response to a child’s verbalization “Kitty goed” elicits “Yes, the cat ran away” |
| Deaf Isolates | Develop a form of sign language even when not exposed to it by others. |
| Word Segmentation | ability when they detect a target word in a stream of speech. |
| Cooing | Repeated vowel sounds such as “ooooh” and “aaaah” when babies are content |
| Babbling | Repeated consonant-vowel combinations such as “baba” or “dadada” |
| Noam Chomsky | language is described in terms of transformational grammar – rules of syntax for transforming basic thoughts into a variety of sentence forms |
| Universality of language | Every Culture has language, with similar underlying principles -Nouns, verbs, tenses, word order Every normally developing person learns language Even Deaf isolates develop rudimentary sign language |
| When Does Language Develop? | Infants produce sounds that exercise the vocal cords and provide opportunities to learn how airflow and different mouth and tongue positions affect sounds |
| syntactic bootstrapping | process of using where a word appears in a sentence to determine meaning of the word "context clues" |
| Holophrases | first words that convey an entire sentence of meaning ex.“Shoe” means “There is Mommy’s shoe” |
| telegraphic speech | communication using simple sentences that consist primarily of content words and omit less meaningful words |
| fast mapping | method allowing children to use sentence context to help make an educated guess about word meaning "context clues" |
| vocabulary spurt | at 18 months of age the pace of word learning quickens dramatically |
| Overextension | the use of a word to refer to a too-broad range of objects or events ex. All furry, four-legged animals are “dogs” |
| Underextension | the use of a word in too-narrow fashion ex.“Kitty” is used only for the family pet and not in reference to other cats |
| overregularization | process of extending observed grammatical rules to abnormal cases where the rules do not apply ex.“Foots”(plural) or “hurted” (past tense) |
| Metalinguistic awareness | knowledge of language as a system |
| Mastery Motivation | intrinsic rationale to become proficient in and control the environment evident early in infancy |
| alphabetic principle- | The idea that the letters in printed words represent the sounds in spoken words in a systematic way |
| Dyslexia | reading disability experienced by children who have normal intellectual ability and no sensory impairments or emotional difficulties that would explain difficulty learning to read |
| phonics (code-oriented) approach | teaches children to analyze words into the component sounds (letter-sound correspondence rules) |
| whole-language (look-say) approach | emphasizes reading for meaning by teaching children to recognize words by sight or to determine meaning by using contextual clues |
| Ability grouping | when students are grouped according to ability and taught with ability- level peers |
| Goodness of fit | an appropriate match between the person’s characteristics and her environment |
| Working vs. Nonworking high school students | Students who worked 20+ hours each week had lower grade-point averages |
| Personality | Characteristic patterns of thinking, feeling, and behaving |
| (Dispositional) Traits- | Relatively enduring dimensions or qualities of personality along which people differ (for example, extraversion, aloofness). |
| Trait- | A stable, enduring quality that a person shows in most situations. |
| Personality type | A style of personality defined by a group of related traits. |
| Introverts- | A person whose attention is focused inward; a shy, reserved, self- focused person. |
| Extroverts- | A person whose attention is directed outward; a bold, outgoing person. |
| Self-concept- | A person’s perception of their own unique personality traits. The mental “picture” that you have of your own personality |
| Self-esteem- | Regarding oneself as a worthwhile person; a positive evaluation of oneself. |
| Personality theory- | A system of concepts, assumptions, ideas, and principles used to understand and explain personality. |
| Psychoanalytic theory- | Freudian theory of personality: Human behavior and personality are determined largely by psychological factors, many of which are unconscious |
| Trait theorists- | A psychologist interested in classifying, analyzing, and interrelating traits to understand personality. |
| The Big Five description | Proposes that personality has five universal dimensions used to characterize people’s personalities |
| The Big Five traits (OCEAN) | Openness to experience Conscientiousness Extroversion Agreeableness Neuroticism |
| Joint attention | the sharing of perceptual experiences by infants and their caregivers |
| Self-recognition | the ability to recognize oneself in a mirror or photograph. |
| Mirror rouge test | Demonstrate the development of self-recognition by putting a dot of rouge on a baby’s nose and placing the infant in front of a mirror. 18 to 24 months of age touched their noses rather than the mirror |
| Categorical self- | Classify themselves into social categories based on age, sex, and other characteristics. |
| Easy temperament | even tempered, typically content or happy, open and adaptable to new experiences, have regular feeding and sleeping habits, and are tolerant of frustrations and discomforts |
| Difficult temperament | active, irritable, and irregular in their habits, often react negatively (and vigorously) to changes in routine, are slow to adapt to new people or situations, cry frequently and loudly, and often have tantrums |
| Slow-to-warm-up temperament | relatively inactive, somewhat moody, only moderately regular in their daily schedules, slow to adapt to new people and situations, but they typically respond in mildly ways. |
| behavioral inhibition | tendency to be shy, restrained, and distressed in response to unfamiliar people and situations Individuals with inhibited temperaments display strong brain responses and high heart rates in reaction to unfamiliar stimuli |
| Surgency/extraversion | the tendency to actively and energetically approach new experiences in an emotionally positive way |
| Negative affectivity | the tendency to be sad, fearful, easily frustrated, and irritable |
| Effortful control | the ability to focus and shift attention when desired, control one’s behavior and plan a course of action, and regulate or suppress one’s emotions |
| goodness of fit | extent to which the child's temperament and the demands of their social environment are compatible |
Created by:
rocky_annmarie