1. Study Guide Questions 1. What are the contributions of object permanence, causality, means-end, imitation, and play to language development? 2. Cultural, socioeconomic and gender differences influence parent-child interaction and communication. Compare and contrast these differences using examples from three cultures. 3. What is Theory of Mind? Use examples from different developmental stages in your explanation

2. Social Development & Language Acquisition Regardless of your theory of language acquisition, interactions between a child and a caregiver are important to language acquisition.

3. Children learn language to communicate better or to maintain better social contact The environmental and communication contexts together with the interaction help the child learn language The caregiver attributes social significance to the child’s behavior This provides an opportunity for the child to take a turn and learn about reciprocal acts or communication

4. Cultural, Socioeconomic and Gender Differences There are many different ways to learn languages How caregivers talk to their children is affected by socioeconomic level, culture, race Differences are not maladaptive They reflect the values and beliefs of a society or class Inappropriate to suggest that one culture’s linguistic environment is more facilitative than another’s

5. It is not known which aspects of maternal interaction are important for language acquisition Remember: most studies are conducted on middle-class, urban and suburban white families

6. Socioeconomic Influences Work requirements affect who the primary caregiver is: father/mother, nanny, sibling, extended family, multiple caregivers etc., Family structure affects socioeconomic status

7. Examples Middle class African-American and inner city working class African-American –mothers in both groups engage in similar rates of vocal behavior, but.. –middle class incorporate language goals more often –their children initiate verbal play more frequently and produce twice as many vocalizations

8. More Examples middle class white mothers ask more questions mothers at lower socioeconomic levels give more directives better educated mothers are more verbal

9. Culture Examples in some African cultures and Native American cultures the mother and child have fewer face-to-face interactions in some African cultures the mother spends her day reciting ritualized rhymes or songs  the child learns language is predictable in some Native American cultures children are encouraged to be quiet and observe rather than to talk and question

10. American mothers: –information oriented –more talkative –ask many questions –use grammatically correct sentences –responsive to positive cooing and comfort sounds –talk to maintain attention –rising pitch to get the infant’s attention

11. Japanese mothers –vocalize less –less information-oriented –frequent nonverbal responding –responsive to discomfort and fussing sounds –talk to soothe the infant and elicit more vocalizations Thai mothers falling pitch to get the infant’s attention Qiche Mayan flat or falling pitch to get the infant’s attention

12. How parents view their children within a culture affects the interaction, for example: –Level of Independence in some East Indian cultures the baby is viewed as separate, independent of the mother, therefore must foster dependence to keep them safe in some East Indian cultures the baby is viewed as separate, independent of the mother, therefore must foster dependence to keep them safe in some western cultures the baby is viewed as very dependent on the mother, therefore must foster independence to help them grow. in some western cultures the baby is viewed as very dependent on the mother, therefore must foster independence to help them grow.

13. –Level of Intentionality in some African-American cultures do not view baby’s early vocalizations as intentional so cries and vocalizations receive little response in some African-American cultures do not view baby’s early vocalizations as intentional so cries and vocalizations receive little response in some Hawaiin and Qiche Mayan adults don’t view children as communicative until they speak in adult-like sentences in some Hawaiin and Qiche Mayan adults don’t view children as communicative until they speak in adult-like sentences

14. Theory of Mind Through social interactions and familiarization with cultural expectations, children learn that others may have thoughts, beliefs and feelings that may differ from their own. This knowledge is called “Theory of Mind” This knowledge is called “Theory of Mind” “Theory” because we can only guess at what is in the mind of another

15. Development of Theory of Mind Gradual, implicit process Requires: –Recognition of signals, many nonverbal and paralinguistic –Understanding of diexis (ideas of movable boundries from the other persons point of view) At 2 yrs – verbal expression of emotion and –begin to recognize emotions in others in play At 4 yrs –Relate other’s emotions to desires and intentions –Recognizes others may have a different perspective At 6 yrs –Understand the importance of beliefs and know they can be true or false