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language, self concept and personality, Noam Chomsky proposal - Coggle…
language, self concept and personality
language acquisition
takes place in first two years of life
nurture
hearing from others
reinforced for using new words and being encouraged to converse by caregivers promote early language development
overregularisation errors show that nurture is only one part of the equation
nature
humans are born with knowledge
of a universal grammar
Exposure to a specific language activates the language acquisition device(in the brain), which then uses the universal grammar to detect the basic rules of that language, such as the subject-verb-object rule in English and many other languages
process is dependent on the language that the child is exposed to
better to adopt interactionist approach
biologically-based capabilities to acquire language, which interact with their language environment to give rise to language acquisition
parents can contribute to child's language development by
expansion
more grammatically correct or complete response to a child’s verbalisation
child directed speech
adults use short, simple sentences spoken slowly in a high-pitched voice with repetition and exaggerated emphasis on key words
Children begin to use words as meaningful symbols when they acquire symbolic capacities in general
basic rules and unit of language
Language
system in which sounds, letters or gestures are used to represent objects, ideas, people, events
organised around rules which dictate how these can be combined to facilitate communication
Infants need to learn the various sounds and combine them into meaningful words
smallest unit of language that carries a meaning
is morpheme
"un"
difference between syllable and morpheme
syllable does not necessarily carry meaning on its
own
morpheme may be longer than one syllable
e.g. giraffe - single morpheme
Overregularisation often occurs when child is learning the morphological rules of language
sound
pheneme
"b" , "p"
more than 26 phonemes as certain alphabets can be pronounce differently
Syntax, semantics, pragmatics and prosody (refer to rules around which a language is organised.)
syntax - refers to the rules by which words can be connected to form sentences
Semantics - meaning of language
pragmatics - appropriate use of language in different social contexts
prosody - tone of voice, which can alter the
meaning of speech
early language development
infants can distinguish phonemes before producing words
before 8 months they understand that a sentence is made up on a string of words and not a single word, demonstrating word segmentation ability
cooing starts around weeks 6-8
vowels like oooh and aah are produced repeatedly
infants coo when contented or in response to being spoken to in a happy tone of voice
Babbling begins around 3-4 months of age, in which infants produce repetitive consonant
sounds such as “bababa”.
First words appear around the age of 1 year
comprehension of words exceeds
production
10-month-olds can comprehend ~50 words but do not produce any of them yet
often holophrases
they serve as entire sentences
generally nouns
language acquisition slowly develops
nonverbal symbols also used, movement of hand direction to bring attention to that area
vocabulary spurt around the age of
18 months
children often display overextension or underextension of words
using a word too broadly or too narrowly
overregularisation
Language acquisition proceeds one word at a time until the vocabulary spurt
pace of word learning quickens dramatically, estimating 1 new word every 2 hours
Children between the ages of 18-24 months
telegraphic speech
key content words
combinations of two or more words comprising the
critical content words while the rest are omitted
use two word sentences to express their ideas
self concept and personality
Personality
Individual’s unique combination of attributes, motives, values and behaviours
enduring dispositional traits
narrative identities
characteristic adaptations
Individuals also describe themselves based on their self concept and self esteem
Both self-concept and self-esteem emerge early in life and change throughout
the lifespan
theories on personality
sigmund freud psychoanalytic theory
5 psychosexual stages from birth to adolescence
refer to first chp mindmap
personality will be formed from 0-5 and afterwards be stable
id, ego, superego
social learning theory
shaped by the environment
can change if environments change
who we are depends on who we are with and
where we find ourselves
extremely outgoing persons may be very quiet when in a prayer session
Erik erikson
it is believed that people undergo similar
personality changes as they face the same challenges at different developmental stages
trait theory
personality is a set of dispositional trait dimensions along
which people can differ
Big Five model
openness to experience, conscientiousness, extraversion,
agreeableness, and neuroticism
self and personality
Childhood
self concepts are concrete and physical; mostly describing their physical characteristics
unaware of social comparison, think they are the best at everything
8 years old, they start to identify themselves into social groups, personalities and traits
self esteem is biological, but also influenced by life experiences, classmates, teachers, cell groups mates
behaviour inhibition is associated to low extraversion in childhood
personality still changes and grows here
Adolescence
self-concepts become more psychological, abstract and differentiated than in childhood
adolescents are able to organise their self-concepts
into an integrated self-portrait, and are even more self-aware than in childhood
increase in self awareness that leads to a decline in self esteem (they found out their strengths and weaknesses, also how they change in puberty)
search for identity, always looking for their future selfs in this modern society due to the pressure put on them, and feel identity crisis
Marcia classifies them further into four identity statuses
foreclosure
achievement
diffusion
moratorium
Infant
infants discover properties of their physical selves, distinguish between the self and the rest of the world, and learn that they can act upon other people and objects (first 6 months of life)
By about 18 months of age, infants show self-recognition; they
are able to recognise themselves in a mirror or photograph
age 2, they have an awareness of themselves as a physical self with a unique appearance as belonging to specific age and gender categories
behaviour inhibition
shows a tendency toward distress and nervousness in new situations. Behavioral inhibition in children includes shyness around unfamiliar people and withdrawal from new places
temperament in 3 dimensions : surgency/extraversion, negative affectivity, effortful control
categorisation of infants
as having easy, difficult or slow-to-warm-up temperaments
Adulthood
self esteem increases in adulthood and remains high, possibly declining in late adulthood, though this decline is not universal
sustenance of high self esteem include an adjustment of expectations and goals as the individual ages, and not internalising negative stereotypes of ageing
Personality is stable throughout
decrease in openness to experience and excitement seeking
increase in agreeableness, conscientiousness and emotional stability
still has continuation of self development
Noam Chomsky proposal