 | Term | Definition |
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Behaviorist Perspective |
Like other behaviors its acquired through operant conditioning |
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B.F. Skinner (1957) |
Created Behaviorist Perspective |
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Operation Conditioning |
Behavior increases with reinforcement and decreases with no reinforcement or punishment |
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Shaping |
Reinforcement that develops the child to what they want |
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Imination |
learning langauge from hear others say |
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Nativist Perpective |
unique human trait that was developed in our brain |
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Noam Chomsky |
1957 created the Nativist Perspective |
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Langauge Acquistion Device |
Innate system that allows children that aquired sufficient vocabulary to combine words into grammatically consistant and understands meaning of others sentances |
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Interactionist Perpective |
Language Acquisition Support System |
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Language Acquisition Support System |
how we activate LAD |
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Pre-Speech |
Joint attention, Protodeclarative, Protoimpertive |
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Sounds |
Cooing, Babbling, First Words |
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Nouns |
Underextention, Over-extention, Overgeneralization, holophrases |
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Two Word Stage |
recurrences, attribute, Possessive, Agent & Actions |
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Joint attention |
attention to same object as caregiver |
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Protodeclarative |
making people notice what they are holding |
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Protoimperative |
get a person to do something for them |
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overextention |
thinks everything is an object |
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underextention |
1 to1 relationship with an object |
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overregularization |
over use of a morphological rule on words it does not apply to |
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basic emotions |
sad, happy, angery, fear, interest |
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Social Smile |
children smile when they see others smile happens about six months |
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self conscious emotions |
involves injury to or enhancement of our sense of self (embarressment, guilt, envy, and pride) |
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Self Concept |
is the individuals self precieved idea of ourselves (dynamic develop mentally) |
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Self Concept and Early childhood |
Talk about concrete things (likes and Looks) (one dimenssional) |
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Self Concept and Adolesence |
more complex rakes many more aspects (multi-dimenssional) |
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Self esteem |
is how we evaluation of self concept (fairly stable) |
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Piaget's Moral Development |
Heteronomous, Autonomous |
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Heteronomous |
age 5 to 10 years, view rules as handed down by authorites, outcome is what matters |
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Autonomous |
(10 to 11 and up) Rules are made to work together in society, following the spirit the law, not the written law |
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Kohlberg's Stages of Morality |
Preconventional, conventional, and postconventional |
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Preconventional level |
accept the rules of authority and actions judged by consequences. Behaviors resulting in punishment are viewed as badand reward is good |
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Conventional level |
Individual continues to regard comformity to social rules as important, but not for reasons of self-interest. Rather they believe that actively maintain the current social system ensure positive relationship and social order |
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Postconventional levels |
Indiviuals at the postconventional level more beyond unguestioning support for the rules and laws of their own society. They difine morality in terms of abstract principles and values that apply to all situation and societies |
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Functionalist Appoach |
emphasize that the broad function of emotions is to energize behavior aimed at attaining personal goals |
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Emotional display rules |
specific when, where and how it is appropriate to express emotion |
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Empathy |
ability to detect different emotions, to take anothers emotional perspective, and respond emotionally in the same way (about age 2) |
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Sympathy |
Feelings of concern of sorrow for another's plight |
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Temperament |
Stable indivdual differneces in reactivity and self regulation |
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Easy Child |
Child quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences |
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Different Child |
Irregular daily routines, is slow to accept new experiences and treds to react negatively and intensily |
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Slow to Warm up Child |
Child is inactive, shows mil, low key reaction to environment stimuli, in mood an d adjust slowly to new experiences |
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Attachment |
Strong affectionate tie we have with special people in our lives that lead us to feel pleasure when we interact with them to be comforted by their nearness during times of stress |
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Ethological Theory of Attachment |
Recognizes the nfant's emotional tie to the caregiver as an evloved responce that promotes survival |
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Phonoeme |
The smallest sound unit that signals change of meaning, like between to consonant "pa" and "ba" |
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Child Directed Speech |
form of communication made up of short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, and repetition of new words in a variety of different concepts. |
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Grammical Morpheme |
small markers that change the meaning of sentences. |
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Most Common Feedback |
its common for adults to provide feedback indirectly: ways to inform the child about conventional usage while keeping the conversation going |
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Indirect Feedback |
Recasting and Expansion |
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Recasting |
reconstructing inaccurate speech into correct form |
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Expansion |
elaborating on children’s speech, increasing its complexity |
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Phase of Attachment |
Preattachment phase, Attachment in the making phase, Clear cut, Formation of a reciprocal relationship |
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Preattachment Phase |
phase (birth to 6 weeks): Built in signals-grasping, smiling, crying and gazing into adult’s eyes help bring newborns closer to human contact |
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Attachment in the making phase |
(6 weeks to 6 to 8 mos): Respond differently to a familiar caregiver than to a stranger |
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Clear Cut |
(6-8mos to 18mos -2 years): begin to display separation anxiety |
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Formation of a reciprocal relationship |
(18 mos to 2 years +): rapid growth in representation and language permits toddlers to understand some of the factors that influence the parent’s coming and going to predict her return |
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Strange Situation |
Seperated of child from mother, strange enviroment, interested in reunioned and exploration behaviors |
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Secure Attachment |
(12 months) 65% of babies use mothers as a secure base of exploration, when united with mother was with positive reactions |
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Avoidance Attachment |
Little or no distress when mother leaves, when united avoids contract with mother |
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Anxoius/Ambivalent Attachment |
Exploration not great even when mother is around, distressed when mother leaves, happy when reunited |
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Disorganized |
Babies were in daze did not know what to do |
