1. PSYC 101
Week 10

2. Language Language develops on a continuum, in progressing stages
Babbling
Sounds similar to speech, a verbal noise but without clarity or meaning
Telegraphic speech
Production of short sentences, often not complete, as if in a telegram
Overgeneralization
When a child applies certain rules to inapplicable or non-functioning components (endings, for example)

3. Language continued
Infants babble in a variety of ways, getting comfortable with and imitated the language they are exposed to
This includes deaf children who babble sign language (they are exposed to this language)
Initial imitations of language focus on tone and pitch
More developed imitations include specific sound imitations
**For discussion: Reflect on language development in context of a variety of environments**

4. Language continued 2 Critical period
There is a belief (theorized, not completely proven) that if a child is not exposed to and does not learn language at a specific time he or she will struggle considerably to learn and overcome this language issue/barrier

7. Language continued 3 Theories:
Learning-Theory: Language is a learned skill
Reinforcement of language development
Contention: reinforcement also occurs with language used incorrectly, so how do we end up as adults with (mostly) proper language use?
The more parents speak to children the more developed their language skills become
Nativist: Language is an innate skill
Based on universal grammar
Basic language structure all humans are born with
Implementation of a “language-acquisition device”
Language structure and scaffolding for language development
Ability to be geared toward our native language

8. Language, Theories continued 4
Interactionist: Combination of innate and learned skill
Relies on genetically determined elements as well as environmental shaping
Genetic elements provide the foundation, environment builds the specific language and use

9. Language continued 5 Linguistic-relativity hypothesis:
Language structures our understanding of our surroundings as well as of the world (global)
This understanding suggests that the language causes our ways of thinking
Other ideas state that our thinking causes the language use
The weather in Seattle is rainy because we use that type of language (weather, rainy related) to describe it OR
Because the weather in Seattle is rainy we develop a larger vocabulary to discuss this environmental experience

10. Language continued (if time)
Discuss elements:
Differences in child’s language at home and at school, or in different environments (Grandma’s versus home)
Difference in vocabulary and why
What about bilingual elements?
In learning? With subject/content knowledge and understanding?

11. Motivation
Motivation = reason for, purpose of, the elements that guide a certain behavior, action, and/or understanding
Motivation Approaches:
Instinct
Drive-Reduction
Arousal
Incentive
Cognitive

12. Instinct
Instinct = aspects of behavior that are genetically and biologically predetermined
This approach states that instinct guides our behavior into appropriate functions
Survival of the fittest
Basic needs
Food, shelter, clothing, sex
Point of contention; basic needs not agreed upon in the academic community

13. Drive-Reduction
This approach suggests that we need something our body activates a drive
This drive continues until the need is met or satisfied
Until then we will continue a behavior in attempts to reduce the drive
Primary drives
Basic biological needs
Secondary drives
Does not rely on basic biological needs
More about wants and desires

14. Arousal Arousal state of comfortability is individual
Individual seeks to maintain their level of comfort for arousal
Will implement and/or continue a behavior if necessary to fulfill the arousal comfort level
If arousal is low, may implement additional behaviors
If arousal is high, may decrease some behaviors to decrease arousal level
**Examples: gamblers, addicts, book club**

15. Incentive
Incentive approach relies on the understanding that behavior will be produced based on expected or anticipated reinforcement
What the reinforcement is and it’s importance to an individual will determine the motivation of a behavior for an individual
***Examples: money, grades, success, sexual interaction, food, body image***

16. Cognitive
An individual’s cognitions (thoughts, goals, expectations, understandings, etc.) create the motivation for certain behaviors
Intrinsic motivation
Internal reward, such as personal enjoyment or positive internal feelings
Extrinsic motivation
External reward, something gained such as money, grade, etc.
*It is believed intrinsic motivation is more powerful than extrinsic motivation*
Thought to ponder: What about quitting an addiction? What is a more likely to create a permanent result, intrinsic or extrinsic motivation?

17. Maslow’s Hierarchy of Needs
thelemontwist.wordpress.com

18. Maslow’s Hierarchy continued
The pyramid must be climbed from top to bottom
Each level of need must be met before attending to a higher level of need
Must met safety needs before able to met love and belongingness needs, but must first have met physiological (basic) needs

19. Human Needs and Motivation
Hunger/eating
Sexual
Achievement/affiliation/power

20. Hunger and Eating Regulation of hunger Social elements Hypothalamus
Weight set point: the weight your body strives to maintain, which in turn regulates hunger
Genetic elements intervene here
Metabolism
Weight set point
Body structure and composition
Social elements
Not all eating habits determined by biology
Discuss some social impacts on hunger and eating
Cultural influences
Family influences
Peer influences

21. Hunger and Eating continued
Obesity
Based on what factors?
What elements can lead to obesity?
Social, emotional, genetic, motivation
Eating Disorders
Anorexia nervosa
Bulimia
What influences? What differences (ex: my sister and I)?

22. Sexual Human sexuality different than most animal species
Most animals mate for procreation
Most animals mating acts triggered by hormones
Dogs, female in heat
In humans:
Secretion of hormones as well
Males – androgens, females – estrogens and progesterone (during ovulation)
Occurs, begins, and continues to develop starting in puberty
Other elements can lead to sexual arousal
Choose a partner, not just anyone who has or is secreting the hormones

23. Sexual continued
Types of (human) sex {can be also found in animals, but focusing now on humans}
Masturbation
“self-sex” or self stimulation
Heterosexuality
Sexual attraction and behavior directed at opposite gender
Premarital sex
Sexual interactions before marriage, or with someone not married to
Marital sex
Sexual interactions within a marital relationship, between partners in the marriage
Homosexuality
Sexual attraction and behavior directed at same gender
Bisexuality
Sexual attraction and behavior towards both genders, not preferential
Transsexualism
Belief of an individual that they were born with the wrong gendered body (meant to be the gender opposite of what they were born)

24. Sexual continued 2 Genetic factors Environmental factors Twin studies
How do you explain twins who are both homosexual but were separated at birth and therefore raised in completely different environments?

25. Discussion (if time) Controversial issues: How do you feel about:
Same sex parents raising children
Transsexuals raising children
Homosexuals, bisexuals, transsexuals and religious beliefs
Same sex marriages
Sex changes/gender operations

26. Achievement, Affiliation, and Power
Satisfaction and/or fulfillment reached through achievement of a goal or success
High need = competitive functions
Low need = cooperative functions, less competition
Low need also characterized by a desire NOT to fail
Affiliation
High need to be in relationships with others, usually likes to be with another or in groups, does not seek solitude
Low need appreciates some solitude, not as focused on establishing and maintaining relationships
Power
High need seeks control, status, a symbol of power
Can be displayed through career/job position, money, material wealth or social status

27. Emotion
Emotions (as defined in your textbook, p. 267) = feelings that influence behavior and have both physiological and cognitive components
Difficulties with emotions
Such a wide range
Understanding, labeling, and defining every emotion that can be humanly experienced
Importance of emotions, hierarchy, intensity

28. Emotion continued James-Lange theory of emotion
Emotions are responses to changes in environment and basic needs situations (now hunger, tired, thirsty, etc.)
Tied to physiological elements, reactions that we can feel known as “gut reactions” or “visceral experiences”
Drawback: not all physiological reactions are linked to emotion, and not all emotion is linked to physiological reaction

29. Emotion continued 2 Cannon-Bard theory of emotion
Relies on messages from the thalamus
Neurons transmit messages that create both the physiological reaction and the emotional response
Also explains visceral reactions as responses to messages sent from the thalamus
*New information has led to the revised understanding of this theory, which now rests on the hypothalamus and the limbic system rather than focusing on the thalamus*

30. Emotions continued 3 Schachter-Singer theory of emotion
Relies on a comparison of ourselves, our environment, and others within this environment
Linked our reactions and emotions strongly to the environmental cues we were processing
Not as strong of a link, scientifically, as originally proposed

31. Emotions continued 4 New findings: contemporary understandings
Different emotional experiences cause reactions in certain parts of the brain, specific to the emotions being experienced
The amygdala is the connection between what is experienced through one’s perception at the time of the emotion-causing event and what is later recalled
The hippocampus can be held at least partially responsible for the immediate reactions to an emotion-inducing event

32. speakanddeliver.blogspot.com

33. healandgrowforacoas.blogspot.com