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Development and Socialization

Development and Socialization. Psychology 448 C 10/8/08. Changes in Class Schedule. 10/13: Ch. 5 10/15: Ch. 7 10/20: Ch. 3 cont’d Movie Study Sheet distributed 10/22: Exam Review No reading: Tsai (2007) canceled. Agenda. Lecture 10/22: sleeping, attachment style

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Development and Socialization

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  1. Development and Socialization Psychology 448 C 10/8/08

  2. Changes in Class Schedule • 10/13: Ch. 5 • 10/15: Ch. 7 • 10/20: Ch. 3 cont’d • Movie • Study Sheet distributed • 10/22: Exam Review • No reading: Tsai (2007) canceled

  3. Agenda • Lecture • 10/22: sleeping, attachment style • Guest Speaker: Sapna Cheryan, PhD • In-class assignment

  4. Clifford Geertz (1973) • “We all begin with the natural equipment to live a thousand kinds of life but in the end having lived only one.”

  5. Culture, Language, and Development

  6. Sensitive Window for Cultural Development: Language Acquisition • A sensitive window indicates a biological preparation for the acquisition of the information. • Learning after the sensitive window is difficult (Newport, 1991).

  7. Sensitive Window for Cultural Development: Language Acquisition • Humans learn a language in a particular period of life • Window begins very early • 4-day-old infants prefer rhythm of own language • Phoneme distinction • Window ends after puberty • Accent and grammar

  8. Phoneme Discrimination • Study compared infants from English speaking and Hindi speaking parents (Werker & Tees, 1984) • Full phoneme spectrum at birth • Phoneme categories with development • Task was whether infants could discriminate between two Hindi phonemes that are indistinguishable to adult non-Hindi speakers.

  9. Grammar and Accent • Adults may initially learn a second language faster than children. • This capacity declines with age, especially for grammar and accent. • Militaries have made use of the sensitive window of language development • WW2: “Lollapalooza”

  10. Second Language Acquisition among Taiwanese Immigrants (Leu, unpublished)

  11. Bilingualism: Early Brain Plasticity Early-in-life bilinguals and Later-in-life bilinguals listen to two languages. For early bilinguals, same area of the brain “lights up” For later bilinguals, different areas of the brain “light up”

  12. Extreme Examples • Genie (US, 1970) • Age 13 • “Stopit” and “Nomore” • Developed vocabulary, but not grammatical mastery • Wild Boy of Aveyron (France, 1800) • Age 12 • “Milk and “OhmyGod”

  13. Development of Noun/Verb Bias • Children around the age of 18 months show a dramatic increase in vocabulary • Noun bias among North American children (Gentner, 1982) • Verb bias among Chinese and Korean children (Tardif, 1996; Choi & Gopnik, 1995)

  14. North American parent & 1-yr-old “Look at this truck. This is a yellow truck. It has black wheels.” Highlights object traits East Asian parent & 1-yr-old “Here comes Daddy truck. He’s saying hello to older brother truck. They’re going to the beach.” Highlights object relationships Development of Noun/Verb Bias

  15. Cultural Differences in Developmental Stages?

  16. Terrible Two’s • North Americans see “Terrible Two’s” as an important developmental transition • Increase in non-compliant and oppositional behavior • Establishing individuality • Foundation for mature relationships • Verbal assertion (i.e., “No!”)

  17. Cultural Variability • Nomadic hunting societies • Aka Pygmies (Hewlett, 1992) • Zinacantecans (Rogoff, 2003) • Japanese • Noncomplaint behavior as immaturity, not independence

  18. Adolescence • Developmental period between childhood and adulthood • Adolescent rebellion in N. America: • Violent • Emotional • Stressful

  19. Cultural Variability and Similarity: • Survey of 175 non-industrial societies (Human Relations Area Files) • Similarity: Adolescence as marking developmental change, and new role-learning • Difference: • only 44% societies expected adolescent boys to be rebellious (18% girls) • only 13% societies expected adolescent boys to be violent (3% girls)

  20. What determines a difficult adolescence? • Individualism • Greater parent-child conflict • Modernity • More choices of adult roles leads to greater stress among adolescents

  21. Culture, Categorization, and Education

  22. Socialization Through Education • One of the primary sources of socialization is the school. • Aside from the specific content that people learn at school (e.g., learning about facts, and techniques), how does school shape the ways that people think?

  23. Schooling Affords Categorization • Alexander Luria, a founder of the Russian-Historical School of cultural psychology, interviewed Russian peasants with no formal education. • The participants were given a list of four objects and they were to identify the one that didn’t belong. • Often participants focused on concrete and practical aspects of how the objects could be used together, and did not create any categories.

  24. Example question - “Hammer, saw, log, hatchet. Which one doesn’t belong?” • “They’re all alike. I think all of them have to be here. See, if you’re going to saw, you need a saw, and if you have to split something you need a hatchet. So they’re all needed here.” • “Which of these things could you call by one word?” • “How’s that? If you call all three of them a ‘hammer,’ that won’t be right either.”

  25. Another subject. “Hammer, saw, log, hatchet. Which one doesn’t belong?” • “It’s the hammer that doesn’t fit! You can always work with a saw, but a hammer doesn’t always suit the job, there’s only a little you can do with it.” • “Yet one fellow threw out the log. He said the hammer, saw, and hatchet were all alike in some way, but the log is different.” • “If we’re getting firewood for the stove, we could get rid of the hammer, but if it’s planks we’re fixing, we can do without the hatchet.”

  26. “If you had to put these in some kind of order, could you take the log out of the group?” • “No, if you get rid of the log, what good would the others be?” • “Suppose I put a dog here instead of the log?” • “If it was a mad dog, you could beat it with the hatchet and the hammer and it would die.”

  27. Intelligence “Testing” • In 1912, H. H. Goddard assessed the IQ of incoming immigrants to the US. Most of the immigrants had no schooling. • 83% of Jews, • 80% of Hungarians, • 79% of Italians, • 87% of Russians were classified as “morons” - (Goddard’s term for IQ scored below 70) • Today, debate about SAT as culturally biased

  28. Many cognitive skills and habits that we are often not aware of, emerge as the product from formal schooling.

  29. In-class Assignment

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