ANNOUNCEMENTS
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Zygotic Period
First Midterm is…THURSDAY!
Conception to time blastocyst implants in
uterine wall
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– Bring a gray scantron
– Come early, because we’ll start right on time
– Rapid multiplication of cells
– Cells begin to differentiate
– Ectoderm: will become skin, hair, sensory organs,
nervous system
– Endoderm: will become digestive and respiratory
system
– Mesoderm (third layer) emerges a bit later; will
become circulatory and skeletal muscular system
– Other parts of blastocyst develop into placenta
Eswen is holding a review session
TODAY after class in PSYC 106
z Eswen will be available during my office
hours this Thursday (12 – 1); see her in
PSYC 413 (I will NOT be in my office)
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Specifics…
Embryonic Period
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When the blastocyst starts to penetrate into the wall of
the uterus, the inner cell mass (embryoblast) also
develops.
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The embryoblast forms a bilaminar (two layered)
embryo, composed of the epiblast and the hypoblast.
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The epiblast, now called primitive ectoderm will perform
gastrulation, approximately at day 16 after fertilization. In
this process, it gives rise to all three germ layers of the
embryo: ectoderm, mesoderm, and endoderm.
The hypoblast, or primitive endoderm, will give rise to
extraembryonic structures only, such as the lining of the
primary yolk sac.
Third to eighth week
– Most important stage in terms of differentiation of
organs, limbs, and physiological systems
– By end, all organs have been differentiated,
although not fully developed
– Critical period for many aspects of physical
development
– Drugs and other teratogens have greater impact on
development now than at any other time
– As many as one-half of all embryos are
spontaneously aborted during this period
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NOTE: You will not be tested on this!
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Language Acquisition
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Fact:
– Every child learns (at least) one language
– Learning one language doesn’t depend on
intelligence
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NOTE: You will not be tested on this!
Developmental Psychology
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Children produce new, never-before-heard
phrases; they are productive language
users
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Cognitive Capacity
vs. Formal Complexity
z Cognitive capacity: Developmental stage
of the child
Reception vs. Production
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Children can often understand more than
they can produce
– Receptive language > Productive language
– Consistent across children
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Formal complexity: How hard something
is to express in a given language
– Varies across languages
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Goal State:
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Reality: Components of Language
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Phonetics
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Phonology
– Speech sounds
– Rules governing the structure and sequencing of speech
sounds
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Grammar
– Syntax: Rules for word arrangement in sentences
– Morphology: Use of grammatical “morphemes” (markers)
to indicate meaning (e.g., tense, case, person, gender,
etc.)
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Semantics
– Word meaning; how underlying concepts are expressed in
words and word combinations
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Pragmatics
– Communicative aspect of language (e.g., turn-taking,
gesture, tone of voice, etc.)
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Sounds
Phonological Development
Change from babbling to pronouncing
words happens late in first year
z Children give up relative freedom playing
with sounds and begin to vocalize
particular sounds and sound sequences
unique to their language community
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Developmental Psychology
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Words
Word Stages
Genuine words appear only late in child’s
first year (after much babbling)
z First words:
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Holophrastic stage:
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Naming explosion:
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– single words representing entire sentence
– protowords-sounds used as words but not
part of the native language (e.g. kee kee)
– Relational words
– Terms for success/failure (e.g., hooray/uh-oh)
– Words for important people
– after learning about 50 words, child realizes all
objects have names and rapidly learns new words
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– process whereby child quickly acquires and retains
new words after hearing them applied to their
referents only once or twice
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Fast mapping:
Overextension
Underextension
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Telegraphic Speech
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Early words consist solely of content words
and omit the less meaningful parts of speech
(e.g., articles, prepositions, pronouns)
– Explicit
– Ordered
– Telegraphic
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Semantic Development
Developmental Psychology
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Sentences
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Ability of child to communicate is measured not by how
many words they can string together, but by average
number of meaningful sounds per sentence
MLU (mean length of utterance): average number of
meaningful units (morphemes) in a child’s utterance
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At about 18 to 24 months, children
combine words into simple sentences that
are remarkably similar across cultures
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Grammatical Development
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Pragmatics
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Rules for specifying when to say what to
whom—or the ability to select words and
word orderings that are appropriate to the
actions in a particular context
– Conversational acts
– Conversational conventions
– Taking account of the listener
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Developmental Psychology
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