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HDP 1 Final Review Fall 2005

HDP 1 Final Review Fall 2005. Topics covered. WEEK 0 Th 9/22 Introduction to course ( Jeff Elman , Dept. of Cognitive Science) WEEK 1 Tu, 9/27 Infancy and Evolution ( Jim Moore , Dept. of Anthropology) Th 9/29 The History of Childhood ( Stefan Tanaka , Dept. of History) WEEK 2

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HDP 1 Final Review Fall 2005

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  1. HDP 1 Final ReviewFall 2005

  2. Topics covered WEEK 0 Th 9/22Introduction to course(Jeff Elman, Dept. of Cognitive Science) WEEK 1 Tu, 9/27 Infancy and Evolution(Jim Moore, Dept. of Anthropology) Th 9/29 The History of Childhood(Stefan Tanaka, Dept. of History) WEEK 2 Tu 10/4 Genes, Brain Development and Behavior(Leslie Carver, Dept. of Psychology) Th 10/6 Brain Development: The Basics(Joan Stiles, Dept. of Cognitive Science)

  3. WEEK 3 Tu 10/11 CLASS CANCELLED Th 10/13 Development of Visual Perception (Karen Dobkins, Dept. of Psychology) WEEK 4 Tu 10/18 Conceptual Development (Gedeon Deak, Dept. of Cognitive Science) Th 10/20 Social Development (Gail Heyman, Dept. of Psychology) WEEK 5 Tu 10/25 Autism (Aubyn Stahmer, Children’s Hospital)

  4. WEEK 6 Th 11/3 First Language Acquisition (Farrell Ackerman, Dept. of Linguistics) WEEK 7 Tu 11/8 Cross-cultural perspectives (Mike Cole, Dept. of Communication) Th 11/10 Evaluating Educational Reform (Julian Betts, Dept. of Economics) WEEK 8 Tu 11/15 Brain Development and Plasticity (Joan Stiles, Dept. of Cognitive Science) Thu 11/17 Second Language Acquisition (Grant Goodall, Dept. of Linguistics)

  5. WEEK 9 Tu 11/22 Modeling Development (Jeff Elman, Dept. of Cognitive Science) Th 11/24 Thanksgiving WEEK 10 Tu 11/29 Aging (Jeanne Townsend, Marissa Westerfield, Frank Haist; Depts. of Neurosciences and Psychiatry) Th 12/1 Review

  6. See midterm review notes for review of the 1st half of the quarter

  7. First Language Acquisition (Farrell Ackerman)

  8. Important terms and concepts • Nativism • Empiricism • Interactionism, constructivism, emergentism • Universal Grammar (Chomsky) • Phonology, morphology, syntax, semantics, pragmatics, discourse • Coarticulation • Bates reading is important: • Know milestones on Table I • Know the theoretical controversies

  9. The Main Subsystems Sound: • Phonological system (what is contained in language particular sound systems, I.e., sounds, how they combine) Lexicon & Grammar: • Morphological system (how words are formed) • Syntactic system (how words combine into phrases and sentences ) • Semantic system (meanings of words and larger expressions) Communication: • Pragmatic system (how language is used in different contexts) • Discourse system (connecting utterances/sentences into a coherent narratives)

  10. Mismatch 1: Phonology vs. Morphology Phonological (Sound) Structure Morphological (Word) Structure

  11. Other mismatches: “Colorless green ideas sleep furiously” (Syntax ok, Semantics bad) “The Voringian Binx glorphed the Knapaboor.” (Syntax ok, Semantics & Lexicon bad)

  12. Milestones 0-3 months INITIAL STATE OF THE SYSTEM — prefers to listen to sounds in native language — can hear all the phonetic contrasts used in the world’s languages — produces only “vegetative” sounds 3-6 months VOWELS IN PERCEPTION AND PRODUCTION — cooing, imitation of vowel sounds only — perception of vowels organized along language-specific lines 6-8 months BABBLING IN CONSONANT-VOWEL SEGMENTS 8-10 months WORD COMPREHENSION — starts to lose sensitivity to consonants outside native language

  13. 12-13 months WORD PRODUCTION (NAMING) 16-20 months WORD COMBINATIONS — vocabulary acceleration — appearance of relational words (e.g., verbs and adjectives) 24-36 months GRAMMATICIZATION — grammatical function words — inflectional morphology — increased complexity of sentence structure 3 years —> adulthood LATE DEVELOPMENTS — continued vocabulary growth — increased accessibility of rare and/or complex forms — reorganization of sentence-level grammar for discourse purposes

  14. The main subsystems: developmental milestones

  15. It’s mostly Nature “Nativism” Universal Grammar (Chomsky) No explicit instruction Poverty of stimulus Rapid and effortless acquisition It’s mostly Nurture “Empiricism” Behaviorism (Skinner 20th c.) Gradual (and effortful?) acquisition External stimulus leading to appropriate responses. Sufficiently reach stimulus Major issues

  16. The third alternative: Interactionism (Braine 1994)/Social Interactionism (Snow 1989), Constructivism (Piaget 1926) Emergentism, Neuroconstructivism (MacWhinney 1999, Elman et. al. 1996, Karmiloff-Smith1995 ) There are no innately given language specific (= domain specific) capacities, but rather there are innately given language relevant (= domain general) capacities which conspire over time to produce language.

  17. Cross-cultural perspectives (Mike Cole)

  18. Important terms and concepts • Standard definition of development (minus culture) • Culture (definition & history of term, metaphoric usage, etc.) • Developmental niche • Four frameworks (Geselle, Skinner, Piaget) • Phylogeny / Ontogeny • Bio-social-behavioral shifts • Prolepsis • Attachment • Ainsworth’s 3 categories of behavior • the “Strange Situation” experiment & its results across cultures

  19. Development: The sequence of changes in physical, cognitive, and social changes that human organisms undergo from the moment of conception through adulthood and old age Culture: The socially inherited body of past human accomplishments that serves as the resources for the current life of a social group ordinarily thought of as the inhabitants of a country or region

  20. Developmental niche: The child’s location within the complex set of socio-cultural-ecological relations that form the proximal environment of development. (1) physical and social settings in which the child lives (2) culturally regulated childrearing and socialization practices of the child's society (3) psychological characteristics of the child's parents, especially parental theories about the process of child development and their affective orientation to the tasks of child rearing

  21. Biological-maturational Environmental-learning Interactional Cultural-context B = Biological E = environmental UE = universal features of the environment = culture

  22. Prolepsis • British mother: “She is never going to be a rugby player. • British father : “ I will be worried to death when she is 18” • Zinacantecan parents give their sons three chilies to hold, a digging stick, an axe, and a [strip of] palm so that will learn to farm and weave palm. Girls are given toy loom for weaving.

  23. Attachment: Cultural Contributions • Between 6-9 months in many cultures: marked bio-social-behavioral shift • Onset of crawling…how does it change the babies life? • Onset of crawling accompanied by • new visual orientation to caretakers: social referencing • new orientation to strangers and unusual events • new orientation to caretakers: attachment behaviors • Universal changes? Or culture-specific?

  24. The Strange Situation • 8 phases, 3 mins long: Phase 1: After giving instructions the experimenter leaves the child and caregiver alone Phase 2: The experimenter returns Phase 3: The caregiver leaves Phase 4: The caregiver returns Phase 5: Child and mother reunite Phase 6: Mother leaves again Phase 7: The experimenter returns Phase 8: The caregiver returns .

  25. Cultural Differences in Behavior in the Strange Situation? (2000) Percentage of Children Assigned to Each Attachment Rating Country Anxious/Avoidant Secure Anxious/Resistant USA (n = 105) 21 67 12 Germany (n = 46) 52 35 13 Israel (n = 82) 7 57 34 Japan (n = 60) 0 68 32

  26. Cultural Differences in Behavior in the Strange Situation?(2005)

  27. Evaluating educational reform (Julian Betts)

  28. Important terms and concepts • Basic trends (Betts slides 3, 4, 15) • Results of 2 studies: • What works, what doesn’t • What works/doesn’t at different grade levels • Blueprint for Success strategies • Policy implications (Betts slides 24, 25, 26) • “fixed effect” analysis

  29. Have U.S. Public Schools Improved Over Time? Inputs have Soared:

  30. …but Test Scores Have Not Risen Much:

  31. Spring 1998 reading scores by SES quintile of school 750 High SES 700 Low SES Score 650 600 550 500 2 3 4 5 6 7 8 9 10 Initial grade level Large Variations in Test ScoresRelated to Socioeconomic Status

  32. Statistical Approach • Models explain gains in math and reading test scores for each student • Use test scores spring 1998 to spring 2000 • Link students to classroom peers, teachers • Control for unobserved but fixed aspects of each student, school, zip code • Identify effect of school resources such as class size by small changesin class size experienced by a student in different years

  33. Predicted change in rate of learning Reading 30 Math 20 10 0 Gradepeerscores Classpeerscores Classsize Emerg'y(0-1) Masters % daysabsent -10 Interns(0-1) -20 Elementary SchoolsPeer Groups, Class Size More Important Than Teacher Qualifications

  34. Predicted change in rate of learning Reading 40 Math 30 20 10 % 0 Grade peer scores Class peer scores # classestaken(>2) -10 % daysabsent -20 # classestaken(0-1) -30 High SchoolsPeers, Absences, and Courses Taken Matter in Math

  35. Predicted change in rate of learning Reading Math 100 80 60 40 % 20 0 Masters PhD -20 Supple-mental -40 Boardresolution -60 -80 Emerg'y High SchoolTeacher Qualifications Matter Sporadically but Importantly

  36. Elementary School Students 40 35 30 25 Change(%) 20 15 10 5 0 API 2 school Focus school EDRP Summer school Inter-session Elementary SchoolsBlueprint Greatly Boosted Average Gain in Reading Scores

  37. Middle School Students 70 60 50 Change(%) 40 30 20 10 0 Literacy block Literacy core EDRP Summer school Inter- session Middle SchoolsMany Blueprint Elements Raised Scores

  38. 80 60 40 20 Change(%) 0 Summer school - 20 Peer coach as % of enrollment - 40 Literacy block - 60 - 80 - 100 - 120 Block / core for EL students - 140 High SchoolsSummer School the Only Element That Improved Reading Scores High School Students

  39. Two-Year Reduction in Ethnic Test Score GapsAttributable to Blueprint Black -White Hispanic-White 10 5 % 0 Highschool - 5 Middleschool - 10 - 15 Elementaryschool - 20 Participation Patterns Imply Reductions in Ethnic Test Score Gaps, Except in High School

  40. Brain development and plasticity (Joan Stiles)

  41. Important terms and concepts • Milestones (slide 9) • Effects of focal lesion on language (depending on brain area) • Spatial analysis: parts vs. wholes (featural vs. integrative) • Effects of focal lesions on spatial analysis: • When lesion occurs in an adult • When lesion occurs perinatally • Hierarchical figures tests and results

  42. The goal of the research How do the well-characterized mature patterns of association between brain systems and behaviors develop?

  43. Language and spatial cognitive development in children with congenital focal brain injury 1. Pre- or perinatal occurrence of brain lesion. 2. Single, unilateral focal lesion. 3. Lesion identification by CT or MRI. 4. Normal or corrected to normal vision / audition. From Moses, 1999

  44. LEFT HEMISPHERE – ADULT PRODUCTION COMPREHENSION LEFT HEMISPHERE RIGHT HEMISPHERE LPT LESION Vocabulary comprehensionin children with early injury RIGHT HEMISPHERE LESIONS +COMPREHENSION DEFICITS LEFT POSTERIOR TEMPORAL LESIONS NO COMPREHENSION DEFICITS

  45. LEFT HEMISPHERE – ADULT PRODUCTION COMPREHENSION LEFT HEMISPHERE LPT LESION Vocabulary production LEFT POSTERIOR TEMPORAL LESIONS VOCABULARY PRODUCTIONDEFICITS.

  46. LEFT HEMISPHERE – ADULT LEFT HEMISPHERE PRODUCTION COMPREHENSION FRONTAL LESION LPT LESION Grammar production LEFT POSTERIOR TEMPORAL LESIONS GRAMMAR PRODUCTION DEFICITS LEFT FRONTAL + LPT: MORE SERIOUS GRAMMARPRODUCTION DEFICITS

  47. For LANGUAGE: Are mappings of lesion site to functional deficit like those found in adult lesion populations? NO! RH injury > word comprehension deficits LPT injury > word production deficits & grammar production deficits

  48. Spatial deficits in ADULTS with Right and Left posterior brain injuries • LEFT POSTERIOR BRAIN INJURY: Impairs ability to define and encode the parts of a spatial array. • Oversimplification of spatial patterns • Omission of pattern detail • Patients rely upon overall configural cues and ignore specific elements of spatial patterns. • RIGHT POSTERIOR BRAIN INJURY: Impairs ability to integrate pattern elements into a coherent whole. • Focus on the parts or elements of the pattern • Patients are able to produce or report the parts of a form but fail to attend to the overall configuration.

  49. Memory reproduction: Adults with L and R hemisphere lesions

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