User:Aditi Ghatlia/article
Maturation and Environmentalism Potential Articles[edit]
I plan to add information on both maturation and environmentalism. I also plan to use examples such as the virtual cliff and language development to show support for both these claims. I will also try to give short biographies of psychologists who have enhanced these theories.
Articles on Maturation (nature)[edit]
http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=f031b58c-946e-48f8-a9a0-bd1fe2f4ca0b%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=psyh&AN=2005-07635-004http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=e450081b-4d2c-40eb-a9f2-261fa8508377%40pdc-v-sessmgr01- http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=ced5d01a-2719-440b-b4ff-5b29a83cdf17%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=psyh&AN=1982-01002-001
This article describes that age, not crawling experience, is a sign of if infants will avoid a virtual cliff
Gale virtual reference article on maturation and Gessel
meta-analysis on how children learn sounds that then form language, and if they know sounds before understanding the phonetical constructs
Children when they're little have reflexes and spontaneous grabs that indicate these spontaneous motions are linked to when they start to crawl
first virtual cliff article
Articles on Environmentalism[edit]
http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=c50947a6-d592-4710-8ea6-58189088cc9d%40sessionmgr102effect of the quality of day care of child's language skillshttp://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=fee5cbd1-9926-4690-8e61-dcb0a4ed8b5b%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=1984-14687-001&db=psyhanother day care article- http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=570015ef-8a0e-4e4c-9322-20ffa2cb04d9%40sessionmgr120&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=2014-51870-007&db=pdh
- role of parent training on child language development
- http://go.galegroup.com/ps/retrieve.do?tabID=T003&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=BasicSearchForm¤tPosition=5&docId=GALE%7CCX3045302460&docType=Biography&sort=RELEVANCE&contentSegment=&prodId=GVRL&contentSet=GALE%7CCX3045302460&searchId=R1&userGroupName=nclivedc&inPS=true
- skinner biography - thought behaviours were a product of people reacting with their environment
http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=9678fdff-9075-4b20-8249-bc8df76796db%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=2012-29320-001&db=pdheffect of low or high quality day care on infants - environment does make a difference- http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=94fcec2c-aeab-4af8-a502-17fc33755e81%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=2016-16251-011&db=psyh
- https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0305000915000598
- comparing how children and adults learn a second language, both children and adults benefited from explicit instruction so language learning in children is not only based on maturation but some sort of combination
- https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0305000915000598
- http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=845d28b2-ae9a-498b-a566-6db25c65a265%40sessionmgr104
- parent behviviouar training helps language developmtn
- parent behviviouar training helps language developmtn
Other Articles
2. http://onlinelibrary.wiley.com/doi/10.1002/9780470479216.corpsy0684/abstract
This article describes Piagets theory - Gale reference Library
Outline of edits
1 paragraph - explain what maturation and environmentalism are, 2 different theories on child development
broken down sections
maturation
explain in more detail and talk about gesell
then evidence supporting it, virtual cliff theory
language, phonetical
spontaneous grabs
environmentalism
piaget and skinner
day care articles
how children and adults learn a second language
role of parents on language development
or should I break it up by crawling/language ?
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0305000915000598
https://www.sciencedirect.com/sdfe/pdf/download/eid/1-s2.0-0010027781900329/first-page-pdf
Maturatatina determinants in grwoth
Draft[edit]
Maturation is the guiding notion in educational theory that argues developing children will develop their cognitive skills on their own with no influence from their environment.[1] Environmentalism , closely related to behavioralism, is the opposite view - children acquire cognitive skills and behaviors from their surroundings and environment.[2]
There have been many psychological studies on various topics that support both maturation and environmentalism. Two of the most commonly studied topics are: i) infant crawling and ii) infant language learning. Psychologists have found evidence supporting both the Maturation theory and Environmentalism theory when investigating each of these topics.
Infant Crawling[edit]
The most common apparatus used by psychologists to study infant crawling is the visual cliff. This cliff was first used with different types of animals as well as infants to measure depth perception. [3] Organisms are placed on a raised glass board . Under the glass, material is placed to give the effect of a floor on one side of the apparatus, while on the other side, the material is taken away to give the effect of a drop, and a deep side. [3] When infants are placed on this apparatus, psychologists can study whether or not these infants have yet gained the skills needed to understand that the visual drop is dangerous, or if they still cross the drop point. If young infants can avoid the experimental drop while crawling, researchers can assume that the aversion to cliffs is innate, and not learned through crawling practice or through teaching.
Arguments for Maturation[edit]
In one study, it was found that the age an infant begins crawling, and not the crawling experience of an infant, determined whether they would cross or avoid the visual cliff.. The infants with a higher crawling start date avoided the cliff significantly more than infants with an earlier crawling start date. [4] These observations indicate that there is some biological time clock that is intuitively teaching infants about depth avoidance, rather than crawling experience teaching them about avoidance. These conclusions are consistent with maturation theory. In another study, psychologists found that the crawling experience negatively affected infants who could not yet walk and were placed in walkers on the virtual cliff. In this study too, the age when crawling began was a better indicator of whether the infant would avoid the cliff rather than his or her crawling experience.[5] This lends evidence to the theory of maturation and innate age related steps in development, rather than external factors.
Arguments for Environmentalism[edit]
Studies using a real water visual cliff found that infants with greater crawling experience had an easier time avoiding the cliff than those with less experience. A water cliff is a visual cliff with water in the deep end of the apparatus, and can measure an infant's potential sensitivity to water as well as an avoidance of height. [6] The results indicating that crawling experience was a greater indicator of avoidance align with the Environmentalism theory in that infants learn through experiences with their environment. Additionally, researchers have also observed that infants who have learnt avoidance through crawling carry-over this avoidance when they start walking as well, rather than having to relearn these skills. [7] These carryover effects indicate that infants are learning and processing through interactions with their environment and can apply their learnings to other situations as well.
Mixed Results[edit]
It has also been found that a mother's emotions, seen through facial expression, can sometimes regulate an infant's behaviors. When Infants were placed on a visual cliff with a clear drop, they were able to see their mothers' facial expressions. When the mothers expressed fear, fewer infants crossed the cliff, indicating that the mothers' expressions had an affect on the behavior, supporting the environmentalism theory. However, when infants were placed on a visual cliff with a hidden drop, many infants crossed regardless of their mothers' facial expressions. [8] This lends credence to the Maturation theory; infants innately understand crawling and do not take cues from their surroundings.
Language Learning[edit]
While specific alphabets, grammar, and sounds might differ in different regions of the world, language is a universal form of communication within all societies, with all infants learning how to speak early in their lives. However, there has been much debate on how children learn their language skills. More specifically, psychologists have argued about whether the skills of learning a language are innate within all humans, consistent with the maturation theory, or are learned through societal teaching practices, consistent with the theory of environmentalism.[9][10]
Arguments for Maturation[edit]
Infants are usually thought to be quick language learners, as people believe that children have implicit abilities to learn languages, whereas adults learning a language must use explicit instruction to obtain proficiency. However, it was found that if given explicit instructions, both children and adults learn new languages equally well. This finding might endorse the reasoning that children have inherent abilities to learn languages that are not influenced by the environment. However, these inherent abilities to learn languages can be developed into even stronger skills with help from the environment. [11]
Arguments for Environmentalism[edit]
One way to examine the potential effect of the environment on the language abilities of children is to study the effects of day care environments on language learning skills. If young children spend a significant portion of their formative years in day care, and if the environment influences their ability to learn language, then there should be a correlation between the quality of day care and language abilities. Psychologists studying this found that the quality of day cares, as well as the language skills of the day care providers are large predictors of children's' language ability. Children in higher quality day care locations had much stronger language abilities.[10] This evidence strongly supports the Environmental theory that argues factors in a child's environment affect their development and language abilities. Additionally, the longer an infant or child experiences better care during their formative years, the stronger its language skills will be. [12] Parent's responsiveness to children can also help facilitate language and vocabulary growth. [13]
Environmentalism and behavioral interventions[edit]
In children with language development problems and behavioral disorders, parent behavioral interventions and speech therapy interventions have also been shown to significantly improve language development in young children. [14] Parental influence can change and dictate young children language skills, an improvement that would not be seen from just internal maturation factors alone.
References[edit]
- ^ Salkind, Neil J. (2002). Child Development. New York: Macmillan Reference USA. p. 250.
- ^ Byrne, John H. (2004). Learning and Memory. New York: Macmillan Reference USA. pp. 57–59.
- ^ a b Walk, Richard D.; Gibson, Eleanor J. "A comparative and analytical study of visual depth perception". Psychological Monographs: General and Applied. 75 (15): 1–44. doi:10.1037/h0093827.
- ^ Richards, John; Radar, Nancy. "Crawling-Onset Age Predicts Visual Cliff Avoidance in Infants". Journal of Experimental Psychology: Human Perception and Performance. 7: 382–287.
- ^ Rader, Nancy; Bansano, Mary; Richards, John E. "On the Nature of the Visual-Cliff-Avoidance Response in Human Infants". Child Development. 51: 61–68.
- ^ Burnay, Carolina; Cordovil, Rita (2016-09-01). "Crawling Experience Predicts Avoidance of Real Cliffs and Water Cliffs: Insights from a New Paradigm". Infancy. 21 (5): 677–684. doi:10.1111/infa.12134. ISSN 1532-7078.
- ^ Witherington, David C.; Campos, Joseph J.; Anderson, David I.; Lejeune, Laure; Seah, Eileen (2005-05-01). "Avoidance of Heights on the Visual Cliff in Newly Walking Infants". Infancy. 7 (3): 285–298. doi:10.1207/s15327078in0703_4. ISSN 1532-7078.
- ^ Sorce, James F.; Emde, Robert N.; Campos, Joseph J.; Klinnert, Mary D. "Maternal emotional signaling: Its effect on the visual cliff behavior of 1-year-olds". Developmental Psychology. 21 (1): 195–200. doi:10.1037/0012-1649.21.1.195.
- ^ Gleitman, Lila. "Maturational determinants of language growth". Cognition. 10: 102–114.
- ^ a b McCartney, Kathleen. "Effect of Quality of Day Care Environment on Children's Language Development". Developmental Psychology. 20: 244–260.
- ^ Lichtman, Karen (2016). "Age and learning environment: Are children implicit second language learners?*". Journal of Child Language. 43 (3): 707–730. doi:10.1017/S0305000915000598. ISSN 0305-0009.
- ^ Li, Weilin; Farkas, George; Duncan, Greg; Burchinal, Margaret; Vandell, Deborah Lowe. "Timing of High-Quality Child Care and Cognitive, Language, and Preacademic Development". Developmental Psychology. 49: 1440–1451.
- ^ Tamis-LeMonda, Catherine S.; Kuchirko, Yana; Song, Lulu. "Why is infant language learning facilitated by parental responsiveness?". Current Directions in Psychological Science. 23: 121–126.
- ^ Tempel, Ashley B.; Wagner, Stephanie M.; McNeil, Cheryl B. "Parent-child interaction therapy and language facilitation: The role of parent-training on language development". The Journal of Speech and Language Pathology – Applied Behavior Analysis. 3 (2–3): 216–232. doi:10.1037/h0100241.