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Phonology |
Languages sound sytem |
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Phonemes |
The smallest unit of sound that effects meaning also: TH, CH, TR, SC, QU all are 1 because they make one sound |
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Morphology |
Languages meaning system |
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Morphemes |
Smallest units of meaning; a word or part of a word that cannot be broken into smaller meaning full parts (prefixes/suffixes/rootwords) also: ing, ed and before word, pre-, -tion, -ing, -ed, -er |
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Syntax |
Rules by which words are arranged in sentences (adj goes BEFORE noun) the pretty girl walked into class |
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Semantics |
Rules for how words can be organized with respect to meaning EX: The bicycle talked to boy into buying a candy bar...Grammatically correct, but DOESNT MAKE SENSE!! |
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Pragmatics |
Rules for appropriate use of language in different situations. |
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Language Developement: |
Cooing (1 to 2 months) vowel like noises pleasent 'oooo' |
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Language Developement: |
(4 MONTHS) Long strings of consenant vowel combinations 'bababababa' Deaf Babies can babble, but to develope past this stage you need to hear human speech Normal babies continue to babble even after 1st words |
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Language Developement: |
(6-12 MONTHS) begin pointing and showing |
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Gesture experiment: |
10 children, 10-12 months old. 3 types of gestures: Deictic Gestures: pointing at an object so adult can see it. Conventional Gestures:we as a society are familiar with; make a face and shake head, nodding, waving Ritualized gestures: Opening and closing of palm; sort of "give me" motion |
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Baby Sign Language |
Important to both parent and baby; encourages gestures WHY do it? NOT before 6 months. This is a good time to start Benefits: Reduces childs frustration, prevents temper tantrums, makes communication easier, Increases childs self confidence, Increases parent-child bond, and reach language milestoles earlier (doesnt deffer language growth, actually helps language develope sooner) |
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Language Developement |
10-15 MONTHS Easiest sounds to make: |
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Practicing sounding out words |
18 MONTHS; |
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Vocabularly Developement |
18 MONTHS: 50 2 YEARS: 200 6 YEARS:10,000 |
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Overextension |
Application of words too broadly EX: Cars for busses, trains for trucks, all 4 legged aminals are doggies Not yet learn to accomidate |
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Underextension |
Application of words too narrowly Dads yellow car is a car A Grizzly bear isnt a bear because their teddy bear is a bear |
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Telegraphic Speech |
(18-24 months) Ex: "Mommy shoe now", or "go car!" |
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3 YEARS |
3, 4, and 5 word combinations |
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4-5 YEARS |
Change speech to suit situation (Pragmatics) Overuse morphemes |
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6-10 YEARS |
Appreciate multiple meanings of words; metaphors, jokes, puns (to write without a broken pencil is pointless) |
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Emotions |
Sunjective reactions to the enviroment |
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Why are emotions important? |
They help us releate to others, help us to react to different situations properly, let others know how we feel This allows us to establish relationships Ability to communicate feelings and interprete others feeelings leads to social success Linked to childrens physical health. Deprived enviroments where children dont get enough emotional connections |
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Genetic-Maturational |
amount of physical and social stimulation must be present for the emotion to occur. |
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Smiling in Infants |
Capable at 46 weeks Learn to smile Parents may reinforce by smiling in return, hugging, holding. Kids continue to do this because of posative reinforcement (operant conditioning) When you want them to decrease a behavior you can model, imitate, or punish. |
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Cognitive persepcitve on emotional developement |
Emotions are teh result of assimilation and accomidation of information into schemas Smiling can be a tension reduction fear comes from when you don’t understand what something is, but you have assimilated smiling so you are comforted when you see it. |
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Fuctionalist persepective on emotional developement |
Emotions help us achieve goals and addapt to the enviroment. Maybe sadness will motivate you to do better next time so you wont feel sad. If you learn to be afraid of nakes then it keeps you safe. anger: terms of goals, you can get your way; lets people know that ‘this isn’t ok’, a way of protecting yourself. |
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Primary emotions in infancy |
Joy, sadness, disgust, fear, suprise, intrest Across ALL cultures. present in facial expressions |
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Ways to Communicate emotions |
Crying:most important mechanism, their only way to communicate, we just want it to stop so we do whatever we need to make it stop. When we respond the wrong way this can result in shaken baby syndrome. Smiling:can still become attached to baby even when baby cries a lot. Parents need this smiling Laughter (3-4 MONTHS)-2 years |
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Fear |
stranger anxiety; first appearance around 6 mos., becomes more intense around 9 mos., and peaks around 1 yr. what factors influence stranger anxiety: -child’s temperament, shy, passive children tend to experience stronger stranger anxiety. -Past experiences with strangers; if a child isn’t left with strangers often then the fear will be stronger. -Stranger; adult vs. child: children elicit the least amount of fear, this is adaptive because adults pose more threat than another child does. ; behavior: there are things that a stranger can do to make children less fearful. Be cheerful, friendly |
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Social Referencing |
look to others to know how to act; for children typically look to caregiver |
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Separation Protest |
Fear of being seporated from care giver (15 MONTHS) Attachment style can affect this but there is still an underlying fear of separation. |
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Anger |
newborns express generalized anxiety to a variety of unpleasant experiences. Crying. 16-18mos. Anger expressions increase in intensity and frequency; temper tantrums, push, pull hair, bite, scratching, bang head, hit siblings. Increase with age? Worst thing to do is make a child feel helpless/defenseless, a new ability to express some emotions that they didn’t have before, more control over their body, have more options than ever before (can get into things, constantly being told No, as a result you get angry, and frustrated) Overcome obstacles and protect you |
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Early Childhood: |
self conscious emotions (2nd YEAR.) become aware that they are a separate and unique self; embarrassment, guilt, shame, pride, disappointment, envy Pride:feel joy as a result of the successfully meeting a standard; potty training Shame: feel poorly when you don’t meet the standards or goals; wish you could hide or disappear. Guilt:feel poorly when you realize you have done something wrong; do something you know you aren’t supposed to, get caught, try to fix it. |
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What is attachment? |
bond that forms around 7 MONTHS Between an infant and one or more regular caregivers; what are signs? Someone tries to take them and they cry, parent needs to leave and child cries, being reassured or comforted by parent, being a social reference, wanting contact, modeling, smiling, |
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Freud –Psychoanalytic Theory |
we are attached through food, breast, mother PROBLEM: |
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Harlow-Learning Theory |
monkey study: found that they are attached because of caregiver not because of food baby monkeys taken from mother given to a terrycloth doll, but not food, instinctive need to cling to another body for emotional attachment, another wire feeding area, only when very hungry does he go to the bottle. 22hrs a day on cloth monkey, only when starving did they go to other. If they are returned to other monkeys outside of isolation they found they would adjust |
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Bowlby : Ethological Theory |
both infant and caregiver form attachments; adults attach just as much as children |
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Ainsworth, strange situation |
-put children in room with stranger, parent left, watched to see how children reacted to parent leaving and returning.) |
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Attachment styles based on the strange situation |
securely attached babies insecure avoidant babies Insecure resistant babies –anxious ambivalent Disorganized |
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Disney and Death Article: |
under 5 they do not understand that death is final and inevitable 5-9 death is final but old people are only ones who die, 10 irreversible, permanent, inevitable |
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Comprehension depends on two factors |
experience Developmental level |
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Parents Role in understanding of death |
parents use confusing language or not discuss it because they are trying to protect their children. Don’t discuss b/c they think it is too frightening, unpleasant, or unnecessary when they do explain typically confusing; instead of teaching they are trying to protect |
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Purpose of Disney and Death Study |
how is Disney influencing the comprehension of death in children do Disney movies portrayals of death influence children’s comprehension of death? |
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Disney and Death Study Design |
describe and analyze the portrayal of death in animated Disney films They were chosen for the death scenes and for the time period. Those earlier movies portrayed death differently than they do today. |
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Scene 1: |
shown because of the severity of this death scene, the guilt that samba feels is very serious for a child to comprehend. This could also be difficult because Mufasa and Scar are brothers, a child may have a hard time understanding how one could do this to another. It is clear that Mufasa is dead. Spirit form |
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Scene 2: |
The intro is words explaining what the dwarves did for snow white and how she ended up in the glass coffin. Death isn’t perceived as it is now because the prince is able to kiss and wake her. If she were truly dead this of course would not be possible. Reversible, come back in same form. |
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Scene 3: |
Gaston shoots the beast and inevitably due to this Gaston falls off the roof. This one was because it is just implied that Gaston is dead. |
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Variables in death and disney |
Character Status: Protagonist – good guy, antagonist – bad guy Depiction of death: explicit death – see it, implicit death – assume dead don’t come back, sleep death, prolonged sleep due to spell, not really dead Death Status: Permanent/final, reversible (reversible – same form you come back from dead) or (reversible- altered you come back as a spirit) Emotional Reaction Causality: |
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Conclusions of Death in Disney |
Character status: protagonist and antagonist about equal = good and bad guys can die Depiction of death: saw that more good guys died on screen, bad guys off screen, death of bad guys doesn’t matter Death status: majority were permanent; only the good guys had a second chance at life in altered forms Emotional Reactions: neg. most common for good guys; pos. emotion solely bad guys; bad guys get what they deserve |
