Term
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Definition
Piaget
when new experiences are readily incorporated into a child's existing theories |
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Term
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Definition
Piaget
when a child's theories are modified based on experience |
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Term
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Definition
when disequilibrium occurs [spending more time accommodating than assimilating b/c their theories are off],, they reorganize theories to return to a state of equilibrium
Piaget |
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Term
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Definition
children at all ages are like scientists, create theories about how world works
four stages of cognitive development
• Piaget’s Methodology
o Observation
o Classification
• Interested with how as humans we acquire knowledge and the nature of that knowledge
gave children a task to see if they could do it, not really interested in the task itself but why they make errors
stage theory→development is a discontinuous phenomenon
o Four stages
o Qualitative change
o Broad applicability
o Brief transition
o Invariant sequence [everyone goes through same stage at roughly the same time] |
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Term
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Definition
birth to 2 years
o Locomoting
o Schemes based on sensorimotor experiences
o Substages:
• Substage 1: birth-1 month
Reflexes
Babies will suck differently based on what you put in their mouth
Modulate sucking scheme
• Substage 2: 1-4 months
Larger behaviors: allows child to have more cognitive experiences
Primary circular reaction
• When by chance a baby does something and its pleasing and they will repeat that action
• Substage 3: 4-8 months
Secondary circular reactions
• Babies will perform novel action with an external object
Object permanence
• Substage 4: 8-12 months
Tertiary circular reactions
A-not-B error
• Concept of object permanence starts around 8 months of age
• Substage 5: 12-18 months
Experimentation
Closing in on the end of the period
• Substage 6: 18-24 months
Symbolic representation
End of the stage
Start to see rapid transition into the next stage of development
Children come out of this stage because sensorimotor schemes have outlived their usefulness, children are developed and have new ways of dealing with the world and that launches them into this qualitatively different stage
Represent information symbolically, no more just interacting with the physical world
Use gestures that convey meaning, like waving at you
Mental representation for what is going on
Deferred imitation
• Mental representation
• Hold mental rep over a period of time |
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Term
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Definition
2 – 7 years
o Use of symbols
o Imaginative play
o Cognitively sophisticated
o Egocentrism: cannot think about things from another person’s perspective
• Mountain task: experimenter and child each have a view of the mountain and child cannot describe experimenter’s perspective, can’t see what the other person is seeing
o Centration: young preoperational child has focused attention on one salient feature of the problem at the exclusion of other features
o Conservation: ability to understand that an object stays the same even if its appearance has changed
o Classification abilities
• Example: say there are more dogs than there are animals even though dogs are animals duh!
o Appearance vs. reality
• Like mommy telling you thunder is angels playing bowling and you’re like three so you’re like oh yeah das koo dat makes sense
o Shrinking room study: symbolic representation of scale models
Why do preoperational children fail tasks?
• Egocentrism
• Centration
• Lacking concrete operations |
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Term
| concrete operational stage |
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Definition
ages 7-11: use mental operatons to solve problems and to reason
mental operations: strategies and rules that make thinking more systematic and powerful, can be reversed/undone so they understand conservation
limited to tangible and real, to here and now
operational schemas tied to the real world |
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Term
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Definition
ages 11-adulthood
children and adolescents apply mental operations to abstract entities, think hypothetically and reason deductively
understand reality isn't the only possibility, can examine consequences of propositions
use hypothetical reasoning
deductive reasoning: ability to draw conclusions from facts
o Syllogisms
• Factual vs. counterfactual
All birds can fly. A canary is a bird. Can a canary fly? |
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Term
| Piaget's contributions to child development |
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Definition
1) study of cognitive development itself: showed why cognitive processes are central to development
2) new view of children: emphasized constructivism, children are active participants in own development who systematically construct ever-more sophisticated understandings of their worlds
3) fascinating, counterintuitive discoveries: findings were unexpected, fueled more research |
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Term
| weaknesses in piaget's theory |
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Definition
1) underestimates cognitive competence in infants and young children, overestimates cognitive competence in adolescents
he thinks development is steady, not rapid, but modern science has shown extraordinarily competent infants
he also overestimated cognitive skill in adolescents
2) vague concerning mechanisms of change: accomodation/assimilation turned out to be too vague tot est
3) does not account for variability in children's performance: cognitive development isn't as fixed/stage like as he thought
4) undervalues influence of sociocultural environment on cognitive development, growing understanding is actually in fact often influenced by interactions |
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Term
| sociocultural perspective |
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Definition
Vygotsky
children are a product of their culture, cognitive development is brought about by social interaction but also is inseparable from cultural contexts we live in
1) culture defines which cognitive activities are valued
2) provides tools that shape the way children think
3) higher level cultural practices help children organize knowledge and communicate it to others
to Vygotsky, in development children always travel with others
intersubjectivity: mutual, shared understanding of participants in an activity
guided participation: cognitive growth results from children's involvement in structured activities with others who are more skilled than they
most important contributions in zone of proximal development, scaffolding, private speech
• Development as continuous
• Children as “social beings”
• Culture defines cognitive activities, provides tools
• Cognitive development comes through the social exchange of an naive individual and a skilled learner/master of knowledge |
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Term
| zone of proximal development |
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Definition
Vygotsky
difference between level of performance a child can achieve when working independently and higher level of performance that is possible when working under the guidance of more skilled adults or peers
collaborators help children perform better by providing hints, reminders, structure, etc. |
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Term
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Definition
teaching style that matches amount of assistance to the learner's needs
give help but not more than that is needed
Vygotsky |
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Term
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Definition
comments not directed to others but intended to help children regulate own behavior
as they gain skill, private speech becomes inner speech: thought
teachers should provide an environment that let children learn on their own: find a middle ground
Vygotsky |
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Term
| information processing theory |
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Definition
human cognition consists of mental hardware and mental software
mental hardware has three components
1) sensory memory: info is held in raw, unanalyzed form very briefly [few seconds]
2) working memory: sight of ongoing cognitive activity, both ongoing cognitive proceses and the info they require
3) long term memory: limitless, permanent storehouse of knowledge of the world [facts, personal events, skills], rarely forgotten but sometimes hard to access
central executive: coordinates all these activities, like the computer's operating system [moves info from different memory types] |
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Term
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Definition
prevent task-irrelevant info form entering working memory: improve steadily during childhood
thinking is beter when you're older b/c fewer interruptions from irrelevant stimuli, more efficient working memory |
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Term
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Definition
inhibitory processes along w. planning and cognitive flexibility
with age: children are better able to inhibit irrelevant responses, formulate effective plans, adjust those plans as needed |
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Term
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Definition
| cognitive activities that require virtually no effort |
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Term
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Definition
distinctive domains of knowledge, some of which are acquired very early in life
created to account for the fact that most children acquire some kinds fo knowledge relatively easily and early in life
specialized systems have evolved to simplify learning of important knowledge for human survival
• argues that kids are sophisticated and we don’t give them enough credit in terms of what they do/think |
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Term
| children's naive theories of biology |
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Definition
1) movement: understand animals can move themselves, inanimate objects can only be moved by other things or people
2) growth: understand animals get bigger and physically more complex but inanimate objects do not change in this way
3) internal parts: insides of animate objects contain different materials than insides of inanimate objects
4) inheritance: children realize that only living things have offspring that resemble their parents
5) illness: preschoolers believe permanent illnesses must be inherited but temporary illnesses like a cold are probably transmitted through contact w/ others
6) healing: children understand that when injured animate things heal by regrowth whereas inanimate things must be fixed by humans |
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Term
| teleological explanations |
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Definition
living things and parents of living things exist for a purpose
based on children's knowledge that objects such as tools/machines are usually made with a purpose in mind, logic that living things also were designed with a specific purpose in mind |
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Term
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Definition
| all living things have an essence that can't be seen but gives a living thing its identity |
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Term
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Definition
our informal beliefs about other people/their behavior
we try to explain why people act as they do, usually our explanations emphasize that desires/goals cause people's behavior
even infants understand some important psych phenomena |
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Term
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Definition
naive understanding of relations between mind and behavior
moves through three phases during preschool years
1) 2 year olds: children are aware of desires, speak of their wants, understand that they have desires and desires can cause behavior
2) age 3: can distinguish mental and physical world , use mental verbs
3) age 4: understand their own/others behavior is based on beliefs about events and situations even when those beliefs are wrong |
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Term
| Piaget's fundamental assumptions |
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Definition
• Schemes → child as a “scientist”
o Develop based on experiences with the world
o Change as people experience more and become more complicated
• Intellectual adaptation involves
o Assimilation
o Accommodation
• Equilibrium vs. disequilibrium
o New experiences cannot be adopted into existing schemes so they get thrown out and a whole new structure comes into place to put system back in equilibrium |
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Term
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Definition
Piaget
children are active participants in their development
o children come into the world naturally curious
o influences on educators and parents: if you think they come in with this curiosity you will set up a world around them that is stimulating/that they can engage in |
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Term
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Definition
• Neo-Piagetians: 70’s – Pascual-Leone, Case, Halford
• “qualitative” stages of cognitive development
• different areas of cognition develop at different rates depending upon child’s experience
• working memory capacity and efficiency
• core knowledge, sociocultural, information processing |
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Term
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Definition
naïve physics
• Present children with visual stimuli: small box rests on larger box
o And with an impossible configuration: small box has no apparent means of support
• Showing them video of car hopping and frog hopping and they will say the frog hops but when they see the car hops they will laugh and be like “a car can’t hop!”
o Very young age children seem to be able to discriminate between animate and inanimate objects |
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Term
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Definition
theory of mind
• False belief task
o Beliefs/thoughts of others drive their behavior
• Is there evidence for TOM in younger children?
o How sensitive are children to parents’ knowledge?
• Adult says yuck to goldfish and yum to broccoli and then says to the child “give me some”
• Have some idea on thoughts so they give them broccoli
• Autism and theory of mind
o False photograph task
• Possible explanations for development of TOM?
o Brain mechanism: theory of mind module
o Social interactions
o Processing skills |
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Term
| sources of developmental differences |
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Definition
• General processing speed/automaticity
o Children don’t need to devote as much attention to certain tasks after some time, become more automatic like reading for example
• Capacity of WM systems
o Increase in WM capacity helps explain higher order sorts of things that kids can do
• do children use verbal rehearsal to maintain info in WM?
o Changes in inhibitory processes: Miller and Weiss
• 7 vs. 13 year olds
• task: remember location of toys
• Changes in executive function and inhibitory processes
• Growth of strategies
• Expansion of domain-specific knowledge |
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Term
| three important memory features that exist as early as 2-3 months |
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Definition
1) event from the past is remembered
2) over time, the event can no longer be recalled
3) cue can serve to dredge up a forgotten memory |
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Term
| brain development and memory |
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Definition
growth in brain regions that supports memory --> improvements in memory
brain structures primarily responsible for initial storage of info, including hippocampus and amygdala, develop very early by age 6 months
two factors in age-related memory improvement
1) as children grow, they use more effective strategies for remembering
2) children's growing factual knowledge of the world allows them to organize info more completely and remember better |
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Term
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Definition
| an action to promote memoring |
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Term
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Definition
| strategy of repetitively naming information that must be remembered |
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Term
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Definition
| structuring material to be remembered so that related info is placed together |
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Term
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Definition
| embellishing info to be remembered to make it more memorable |
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Term
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Definition
child's informal understanding of memory
-helps diagnose memory problems accurately
-monitors effectiveness of memory strategies |
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Term
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Definition
increases rapidly during elementary-school years
growing awareness of cognitive process and understanding memory
-understanding of connections among goals, strategies, monitoring,a nd outcomes |
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Term
| cognitive self-regulation |
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Definition
skill at identifying goals, selecting effective strategies, and monitoring accurately
characteristic of successful students |
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Term
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Definition
| memory structure used to describe sequence in which events occur |
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Term
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Definition
| memory structure used to describe sequence in which events occur |
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Term
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Definition
people's memory of significant events and experiences of their own lives
important b/c it helps people construct personal life history and relate experiences to others [socially shared memories]
emerges gradually, like through sense of self and language: provides coherence and continuity to children's experience |
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Term
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Definition
inability to remember events from one's early life
once they can talk, they rely on language to refer to the past
can't remember things before based on inadequate language or inadequate sense of self |
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Term
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Definition
transform info in a problem into a mental representation
for children: often fail to encode problem features/encode them correctly, making it unlikely they will solve problems
when representations lack key features, they fail to solve problems |
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Term
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Definition
person determines difference between current and desired situations, then does something to reduce the difference
if no single action leads directly to the goal, then a person establishes a subgoal, one that moves her closer to the goal
successful only for relatively simple problems in which difference b/w current and desired situations can be achieved in a few moves |
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Term
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Definition
rules of thumb that do not guarantee a solution but are useful in solving a range of problems
tend to be fast, require little effort
relies on personal experience: when in doubt, imitiate others who have bee succcessful |
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Term
| collaboration and problem solving |
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Definition
usually beneficial when partner is older child, more knowledgeable, or a partent
peer collaboration can be unproductive since preschoolers are bad at communicating |
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Term
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Definition
| when variables in an experiment are combined instead of evaluated independently so results are ambiguous |
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Term
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Definition
| process of identifying a unique pattern of letters |
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Term
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Definition
| process of extracting meaning from a sequence of words |
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Term
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Definition
ability to distinguish sounds in spoken words
strongly related to success in learning to read: children who readily identify different sounds in spoken words learn to read more readily than children who do not |
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Term
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Definition
first step in true reading: sounding out letters in printed words, beginning readers often say the sounds associated with each letter and then blend them to produce a recognizable word
as individual letters of a word are identified, long term memory is searched to see if theres a matching sequecne of letters
use retrieval for some words: if ti fails, sound out a word
more experience: retrieve more than sound out |
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Term
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Definition
1) teaching phonics: focus on letter names, then typical sounds, then move on to syllables and words
2) whole word method: taught to recognize whole worlds by sight
3) whole language method:learning to read is thought to occur naturally as a by product of immersing the child in lanuage-related activities
phonics instruction is essential |
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Term
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Definition
| children derive meaning by combining words to form propositions [ideas] then combining propositions |
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Term
| factors that contribute to improved comprehension |
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Definition
-children become more skilled at recognizing words, allowing more working memory capacity to be devoted to comprehension
-working memory capacity increases, older and better readers can store more of a sentence in memory as they try to identify the propositions it contains
-children acquire more general knowledge of their physical, social, and psychological worlds, allowing them to understand more of what they read
-with experience, children better monitor their comprehension
-with experience, children use more appropriate reading strategies |
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Term
| Simple View of Reading model proposed by Gough and Tunmer |
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Definition
| reading comprehension is a product of two general processes: word decoding and language comprehension |
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Term
| developmental improvements in children's writing |
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Definition
-with age, children have more to say as they gain more knowledge abt the world and incorporate this knowledge into their writing
-greater understanding of how to organize writing
-greater ease in dealing w/ mechanical requirements of writing
-greater skill in revising |
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Term
| knowledge-telling strategies |
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Definition
| writing down info on the topic as they retreive it from memory |
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Term
| knowledge-transforming strategy |
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Definition
deciding what info to include and how to best organize it for the point they wish to convey to readers
consider purpose of writing and info needed to achieve this purpose, consider needs/interests/knowledge of anticipated audience |
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Term
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Definition
| there must be one and only one number name for each object that is counted |
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Term
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Definition
| number names must be counted in the same order |
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Term
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Definition
last number name differs from previous ones in a counting sequence by denoting number of objects
can master all these principles and still count incorrectly: must master conventional sequence of number names and counting principles |
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Term
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Definition
| psychologists who specialize in measuring psychological characteristics such as intelligence and personality |
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Term
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Definition
general intelligence factor that is responsible for performance on all mental tests
Charles Spearman
children's performance should be consistent across tasks |
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Term
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Definition
| ability to perceive relations among stimuli |
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Term
| crystallized intelligence |
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Definition
| comprises a person's culturally influenced accumulated knowledge and skills, including understanding printed language, comprehending language, and knowing vocabulary |
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Term
| Gardner's theory of multiple intelligence |
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Definition
seven distinct intelligences then added two more = 9 total
first three [linguistic, logical mathematical, spatial]: psychometric theories of intelligence
last 6: musical, bodily kinesthetic, interpersonal, intrapersonal, naturalistic, existential
each has a unique developmental history, regulated by distinct regions of the brain, special cases of talented individuals |
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Term
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Definition
ability to use one's own and other's emotions effectively for solving problems and living happily
one major model includes several distinct facets: including perceiving emotions accurately, understanding emotions, regulating emotions
leads to satisfying relationships, greater self esteem, more effective in workplace |
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Term
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Definition
| difficulty of problems they could solve correctly |
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Term
| intelligence quotient/IQ [Stanford Binet] |
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Definition
ratio of mental age to chronological age multiplied by 100
MODERN Stanford Binet: various cognitive and motor tasks
five cognitive factors: fluid reasoning, knowldge, quantitative reasoning, visual spatial processing, working memory
WISC IV: subtests for verbal/pperformance skills |
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Term
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Definition
measures a child's learning potential by having the child learn something new in the presence of the examiner and with the examiners help
very interactive, measures new achievement rather than past
based on Vygotsky's ideas of zne of proximal developmnt/scaffolding |
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Term
| culture fair intelligence tests |
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Definition
| include test items base don experiences common to many cultures |
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Term
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Definition
| knowledge of stereotypes leads to anxiety and reduced performance consistent w/ the original stereotype |
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Term
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Definition
| using info that is provided to determine a standard correct answer |
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Term
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Definition
aim is not a single correct answer but novel and unusual lines of thought [creativity]
measured by asking children to produce many ideas in response to a specific stimulus |
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Term
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Definition
| substantial limitations in intellectual ability as well as problems in adapting to an environment, both eemrging before 18 years of age |
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Term
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Definition
-have difficulty mastering an academic subject
-have normal intelligence
-are not suffering from other conditions that could explain poor performance |
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Term
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Definition
| system that relates sounds/gestures to meaning |
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Term
| four distinct elements of spoken languages |
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Definition
-phonology: sounds of a language
-semantics: study of words/their meaning
-syntax: rules that specify how words are combined to form sentences
-pragmatics: communicative functions of language and rules that lead to effective communication |
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Term
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Definition
unique sounds that can be joined to create words
consonants and vowels
infants can distinguish b/w phonemes not used in their native language but only notice linguistic distinctions meaningful in their own language
specializing at one comes at the cost of making it more difficul to hear sounds in other languages |
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Term
| identifying words for infants |
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Definition
biggest challenge is identifying words
7-8 month olds can listen to sentences/recognize sound patterns they hear repeatedly
by 6 months: pay more attention to content words
pick out words based on stressed syllables and also words at beginning/ends of sentences
9 month olds identify novel words
rely on familiar function words like articles to break up sentences |
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Term
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Definition
adults speak slowly, with exaggerated changes in pitch and loudness
motherese: the way we talk to kids: slower pace, accentuated changes that give salient language cues |
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Term
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Definition
| 2 months: infants pronounce vowel-like sounds like oooo ahhhh |
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Term
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Definition
comes after cooing
speech that has no meaning
around 6 months
precursor to real speech |
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Term
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Definition
pattern of rising/falling pitch
8-11 months babbling sounds more like real speech b/c they stress syllables/vary speech
strong link between perception and production of speech: babbling influenced by speech characteristics they hear |
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Term
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Definition
| 18 months: rapidly learn new words, like names of objects, much more rapidly than before |
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Term
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Definition
| children's ability to connect new words to their meanings so rapidly that they cannot be considering all possible meanings for the new word |
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Term
| simple rules that help children learn words |
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Definition
-if unfamiliar word is heard w/ other words that already have names, word refers to one of the object that doesn't already have a name
-name refers to whole object, not just its parts/relations to other objects
-if an object has a name and another name is presented, new name denotes subcategory of original
-similar category numbers, word applied consistently to only one is a proper noun |
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Term
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Definition
| defining a word too narrowly |
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Term
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Definition
1-3 years
defining a word too broadly
occurs more frquently when they are prodcuing words than comprehending |
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Term
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Definition
| ability to remember speech sounds briefly |
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Term
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Definition
vocabularies consist mainly of words that name objects, persons, or actions
language is an intellectual tool: means of learning/talking about objects |
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Term
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Definition
vocabularies include some names but also many social phraes that are used like a single world: goa way, whatd you want, i want it
langauge is more of a social tool: way of enhancing interactions with others |
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Term
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Definition
symbollic representation
useful: realistic looking, smaller versions of the real thing
ability to use scale models develops early in the preschool years |
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Term
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Definition
more juice, gimme cookie
consists of only words directly relevant to the meaning
brief, tot he point
follow rules to express different meanings |
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Term
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Definition
| words or endings of words that make a sentence grammatical |
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Term
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Definition
| applying rules to words that are exceptions from the rule |
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Term
| semantic bootstrapping theory |
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Definition
| children are born knowing that nouns usually refer to people/objects and that verbs are actions: use this knowledge to infer grammatical rules |
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Term
| support for inborn mechanisms that help children learn grammar |
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Definition
1) specific regions of the brain are known to be involve din language processing
2) only humans learn gramar readily
3) critical period for learning language [birth-12 years]
3) development of grammar is tied to development of vocabulary: mastery of grammar is closely related to vocab growth |
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Term
| social-interaction answer |
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Definition
behaviorist approach: emphasis on environment
linguistic approach: language learning is distinct
cognitive view: children have powerful cognitive skills they can use to master language
emphasize children master language generally and specifically in context of interactions socially
improved communication provides incentive for students to master language and for adults to help them |
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Term
| preschoolers are sensitive to characteristics of the listener in formulating a clear message |
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Definition
1) give more elaborate msgs to listeners who lack critical info than to listeners who have the info
2) school age kids speek diff to adults and peers
3) african american english: variation of standard english that has slightly diff grammatical rules |
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Term
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Definition
-must decide whether speaker's remarks make sense
-vague messages: young people rarely provide feedback b/c they don't realize msg is ambiguous
-assume they know what speaker has in mind
-miscommunicate
-master skills involved in determining whether msg is consistent/clear
-can be confusing: conflcit with what a listner thinks is true
-complex metaphors require children make connections based on abstract relations
-sarcasm: not interpreted literally |
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Term
| consistency of children's thinking |
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Definition
children apply same rules to all problems when at a particular age [Piaget]
SIegler argues instead there are different solutions to different problems: gave group of kids series of different Piagetian types of tasks, identifies different cognitive rules |
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Term
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Definition
• Neo-Piagetians: 70’s – Pascual-Leone, Case, Halford
• “qualitative” stages of cognitive development
• different areas of cognition develop at different rates depending upon child’s experience
• working memory capacity and efficiency
• core knowledge, sociocultural, information processing |
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Term
| overlapping waves model, Siegler 1996 |
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Definition
• Child starts off sessions using strategies but as sessions go on they stop using the strategies
o Depending on problems they use different strategies |
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Term
| nature vs. nurture and IQ scores |
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Definition
Nature: stronger relationship in IQ scores b/w identical than fraternal twins, stronger correlation b/w biological parents and children vs. adoptive
o Biologic vs. adoptive mom
• Stronger genetic influence the older the child gets even though they spend more time with adoptive parent
nurture: biological siblings reared together --> same compared to reared apart
o Unrelated individuals together have higher correlation than unrelated individuals living apart
o Identical twins have stronger correlation than fraternal twins reared together |
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Term
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Definition
• Stage 1 (until 2 months) – reflexive vocalization
o first sounds they make are like crying and stuff
o after 6 weeks, parents can discriminate different cries: different cries for pain, etc.
• Stage 2 (2 months) – cooing
o Ooh, aah
o Babies cue, parents coo back, sets up reciprocity of language/communication aspect
• Stage 3 (4-6 months) – babbling
• Stage 4 (6-10 months) – reduplicated babbling
o Da da da
o Parents do it right back at ya!
• Stage 5 (10-14 months) non-reduplicated babbling
o Different syllables are combined
o Sounds language-like
• First words: by 1st birthday
o Dada, mama, go
o Extensions of babbling
o First word is never like helicopter or anything, simple, grow out of babbling
• 18 months: 15-20 words
• 2 years: few hundred
• 5 years: 10,000 words |
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Term
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Definition
deaf infants
• Produce hand gestures that aren’t actual signs that have meanings like words
• Same thing like babbling, just with your hands |
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Term
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Definition
how sound maps onto an object
• how they learn a word
• joint attention
o bilingual kids at an advantage
o sensitive to what mom/dad/whoever is looking at and where their attention is, use that to guide production of vocabulary
• if parents don’t look at things, less likely to learn
• social/pragmatic cues
• constraints on word names
• sentence cues
o look at the clown juggling
o juggling → cue to what the clown is doing |
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Term
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Definition
Differences between people in their intelligent abilities
· Intelligence is composed of multiple dimensions
o Speed
o Muscular strength
o Head size: bigger head, more intelligent
o Detection of differences (e.g. weights)
· Heritability of intelligence |
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Term
| Sternberg's triarchic theory |
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Definition
· Practiceal: adapting to one’s environment. contextual subtheory: adapting successfully to the environment
· Creative: how a person deals with novel situations experiential subtheory: applying knowledge in novel situations; automating performance in familiar situations
· Analytic: The way that we typically think about intelligence: verbal abilities, numerical. Componential subtheory: selecting and organizing basic cognitive processes
o It’s a futile exercise to try to make gross-group comparisons in intelligence |
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Term
| Skinner's theory on language |
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Definition
o Argued that language is learned through reinforcement and imitation
o Problems: ease and rapidity
o Just kind of happens
o Parents aren’t explicitly teaching language, it just happens
o Children learn complexities of grammar and syntax without explicit instruction which is amazing
o Staging is “universal”
o Children will produce more than they hear
o Put things together in ways that they have never heard before |
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Term
| Noam Chomskey's language acquisition device LAD |
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Definition
| • Mechanism in the brain that guides language learning |
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