7121 Lecture Notes - Lecture 3: Lev Vygotsky, Motor Skill, Personality Development
21 Jun 2018
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Toddlers
Attachment
- Is a relationship
- The first intimate relationship
- Strong emotional tie; first one effects later relationships
- Helps with security, comfort, security, pleasure
- Attachment types
oInfants first attachment may be with a parent or sibling
o‘sensitive’ caregiving – recognizes and responds cheerfully and appropriately to infants
moods, social signals and needs when in distress
o‘synchrony’ – caregivers awareness of the level of stimulation the baby can comfortably
tolerate
oType A: insecure avoidant attachment
Strangers entry and mothers departure causes little upset
Reluctant to cling
Relatively indifferent to mother and lack of delight when reunited
oType B: Secure attachment
Displays secure bonds of affection and attachment by vigorous protest at
mothers departure
Activity search during mother’s absence
Intense delight on reunion
Perform better at school
More persistent relationships
Less social anxiety
oType C: anxious-ambivalent, insecure attachment
Often cling to mothers, but show little distress on departure
Reunions may bring joy and persistent crying
Infants appear anxiety ridden and negative
- The strange situation
oA lab procedure used to assess infant attachment style
oMother and kid in experimental room
oBlanket on floor, toys and mother spent time playing with kid with no one else in room
oCameras in room
oThen stranger comes in with mother
oStranger starts playing with kid
oMother leaves room
- Infant temperament and attachment
oAttachment as a social relationship is a mutual process
oAttachment process is influences by the babys disposition
oInfants and parents personalities continually interact to shape the type of attachment
by 12 months
oA favorable temperament classification or a sensitive mother predicts the baby’s secure
attachment
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oPositive, adaptable infant can help parenting style as well
Sleep, time with parent – affect their demeanor
- Attachment through the lifespan
oInfant attachment classification influence most dimensions of childhood peer
relationship
Toddlers: prerequisites for speech
- Babies show first symbolic representations as gestures, or motor symbols
- ‘symbolic representation’ – the capacity to use mental categories as substitures for physical
objects and events – develops early in 2nd year of life
- Piagets sensorimotor stage (substage 6: beginning of symbolic thought)
- Vygotsky – learning through social interaction and through imitation
- 8-10month old infants use gestures to communicate
oPretend play – another form of symbolic representation
- May appear prior to, or concurrent with spoken language
- 1) Production of sound
o2 months – coos and grunts
o4 months – babbling ie strings of vowels and consonants
oEmerges in both deaf and hearing infants
oEarly sounds associated with feeding and breathing; reflexive, emotional
oContinues with positive stimulation
- 2) listening to others speech
oInfants can distinguish a wide range of subtle contrasts in speech sounds
oInfants can perceive the contrasts of many human languages
oMore access and exposure to speech helps their own development
- 3) Pseudo-conversation
oPragmatic rules of communication develop with speaking and listening skills
Vocal turn taking
Nodding
Mimicking
oDiscussion between parent and child that conforms to structural requirements
Ie learning to take turns; nodding head, mimicking words never heard of before
- Word meaning
oGenuine comprehension of word meaning requires
Consistent recognitions and use of the word in the same context
Ability to conduct a phonetic analysis
Disects sentences into complete phonetic components so that its easier
to repeat words
Semantic knowledge ability enables children to recognize that all objects could
have names
Ability to recognize that all object will have a name
Ability to analyse sentences or phrases to extract words
- Naming explosion
oOccurs between 18-24 months
oUp to 20 new words per week
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oDemonstrate semantic knowledge ability
oAppear to understand concepts even when not knowing correct name
oCan make up their own names for things
- Linguistic creativity
oOverextension: childs tendency to have a broader range of referents for a word than the
conventional adult meaning
All birds being a ‘duck’
oOverextension is an interim measure
Only a labelling error until they can learn more
oCross cultural similarity in overextended word
oUnderextension: range of referents is much narrower than for the adult word
Ie only mums shoes are shoes; not dads
- Learning words
oMotivation to communicate guides language acquisition
oChildren are quick to learn names for interesting objects
oRole of social learning in language acquisition – object naming
oImportance of parental sensitivity to childs communicative intent
Interruption = bad
- Syntactic development
oSyntax – descriptive grammar – the complete set of rules needed to construct sentences
oDescriptive grammars are miniature theories about language
oFollowing period of simple naming, children go through a holophrastic (whole phrase)
stage – using single words to convey a whole sentence
Interpretation is helped with body language etc
oNext, a toddler uses two word sentences
oThese often contain a pivot word and the object – ‘more ball’
Pivot: words are mostly in a fixed position: more
Open: words are more easily replaced by other words: juice
oEarly sentences (less more than 2 words) contain main content word/s for maximum
meaning
oTelegraphic speech – short and to the point – grammatical inflections are often omitted
oAdding inflections involved a period of overregularisation
Adding s to all plurals
- Transformational grammar
oRules that allow simple declarative statement to be modified to convey a range of
complex meanings
oThese rules are acquired sequentially
Negation; negative statements
Questioning
Complex sentences – continue to develop up to 5 years of age
Conjunction
Embedded sentences
oBilly said that mummy was going to the shops
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Strong emotional tie; first one effects later relationships. Strangers entry and mothers departure causes little upset. Relatively indifferent to mother and lack of delight when reunited: type b: secure attachment. Displays secure bonds of affection and attachment by vigorous protest at mothers departure. Less social anxiety: type c: anxious-ambivalent, insecure attachment. Often cling to mothers, but show little distress on departure. Sleep, time with parent affect their demeanor. Attachment through the lifespan: infant attachment classification influence most dimensions of childhood peer relationship. Babies show first symbolic representations as gestures, or motor symbols. Symbolic representation" the capacity to use mental categories as substitures for physical objects and events develops early in 2nd year of life. Piagets sensorimotor stage (substage 6: beginning of symbolic thought) Vygotsky learning through social interaction and through imitation. 8-10month old infants use gestures to communicate: pretend play another form of symbolic representation. Mimicking: discussion between parent and child that conforms to structural requirements.
