Child Procedure Lab Report

Infants are aware of sizes and can distinguish between colors such as red, yellow, and blue. Newborns are clearly capable of hearing, they tend to react to certain kinds of sounds. For example, a crying newborn will continue to cry if he or she hears other newborns crying (Feldman, 2014, p.114). Infants also learn to respond through operant conditioning. Operant conditioning, is a form of learning in which a voluntary response is strengthened or weakened, depending on its association with positive or negative consequences. For example, an infant who learns that smiling at his or her parents brings positive attention may smile more often. Infants demonstrate learning through habituation. Habituation is the decrease in the response to a stimulus that occurs after repeated presentation of the same stimulus. An example of habitation, a baby who showed interest and surprise at first seeing a novel toy may show no interest after seeing the same toy several times (Feldman, 2014, p.116). The cognitive change allows the infant to start learning their surroundings. The infant will start to recognize the faces of parents, feel pain, and to be able to react with the changes in their

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

In order to discover whether child is in secure stage, Ainsworth and her colleagues (Ainsworth, Blehar, Waters, & Wall, 1978) investigated a ‘strange situation’ experiment, observing infant’s behaviours and emotional expressions by

Babies prefer the sound of humans interacting to other sounds and from this, they quickly learn to recognise and identify their mother’s voice. Babies form their first relationship through emotional attachments with their mother or main carer. The first year of a baby’s life is a period of incredible growth, and a baby’s brain goes through critical periods during which stimulation is needed for proper development. During the babies first years, visual stimuli or verbal language is necessary for areas of the brain to grow and without this growth, a child’s vision or speaking abilities might be impaired. Infants tend to have different cries for hunger or pain, as well as making other noises. These abilities show your child is gaining communication and pre-language skills. Infants from birth to 6 months will forget about objects they cannot see however they begin to explore objects they can see and grab by putting them in their mouths. They will also follow moving objects with their eyes and look around at nearby objects. Infants in this stage will turn to look at a source of sound. These developmental milestones show a baby’s brain is developing and they are gaining new skills. From 7 to 12 months, infants also learn the idea of cause and effect, and they might repeat an action that causes a

An individual can always learn new aspects of life when they are observing an infant. This observation took place in the home of the participant. The participant is familiar with the house. During the observation the child played with her toys in the living room. The participant was a 12-month-old girl who is cared for by both her mother and father. Other participant included the child's mother and the child's aunt. The mother is a teacher, so during this observation and in the summer, they both stay at home. The participant is the only child in the household. After an afternoon nap and snack, the child sat in her mother's lap on the couch in the living room. While she was with her mother, she stayed close to her mother and made eye contact with everyone in the room. The child then got down and played with her toys in the floor of the living room. She began with the toy closest to her and began pushing the buttons while singing along with the different rhythms. The next toy she found was a child's magazine and she quickly flipped through the pages and found pictures of other infants similar to her. After a quick look around the room, she proceeded to crawl over to the nearest shelf in the living room. She began to pull her self up to a standing position and began pulling items off of the shelf and putting them on the floor. The mother quickly diverted her attention by

Theories of language learning can further be broken into theories for speech-sound errors and treatment for these disorders. One of these theories is sensory-perceptual theory with sound production training. This relates to errors due caused by a breakdown in sensory and motor systems of individual sound units (Peña-Brooks & Hedge, 2015). In contrast, the phonological theory suggests errors unrelated to motor skill but, instead, to misrepresentations of phonological rules (MacReynolds, 1987). While neither approach has proven to be most effective in the generalization of correct productions of speech sounds, this paper will be using the sensory-perceptual theory of language acquisition.

Laura Schulz’s presentation, The Surprisingly Logical Minds of Babies, explores the idea of how babies and young children are able to learn so much in such a short span of time. In Schulz’s presentation, the viewers see multiple video experiments where she introduces babies to different balls and toys that make noises. I choose to explain and break down the first experiment, that she discusses. In the first experiment Schulz has a colleague reach into a bucket with mostly blue balls and a few yellow balls. The colleague pulls out three of the balls and when she takes each ball out she squeaks them. The colleague then pulls out a yellow ball and hands it to the baby. The child copies what Schulz’s colleague has done, but however the

The rule is applied to three examples from”Dataset A” in (vi). The predicted outcomes of the surface representation matches the actual forms. Since klæs contains æ followed by s, then English Nasals Rule does not apply, as indicated by the N/A.

One of the main factors that affects our understanding of the language is one’s regional accent. Although most words and phrases will be comprehensible some phonetics may have changed so much that all we can do is hope that the context of what has been said makes sense in order for us to ‘fill in the gaps’.

In both articles, infants’ gazes are crucial to the experiments conducted. Whether reacting to disappearing objects in Baillargeon's article or identifying with someone of the same skin color as said in Spelke and Kinzler’s article.

For this technique, two objects or patterns are simultaneously shown to an infant. If the infant looks at one of the objects longer than the other, the researcher can infer that the baby is able to discriminate between them and has a preference of one over the other. Habituation is another method that is used to study sensory and perceptual development in infants. For this procedure, a researcher presents an infant with a particular stimulus until the infant’s response to it decreases. Then a new stimulus is presented. If the infant’s response to it increases, the researcher can then conclude that the baby can distinguish the new from the old

The original hypothesis was to be able to modify the infant’s behavior and the dyadic synchrony to the repeated FFSF exposures by shorting the time between the

An experiment was performed to examine the age at which infants recognize certain outcomes as impossible. Five-month old infants were tested in the procedure depicted in Figure 1. 3a. According to Figure 1, the first step in the experimental procedure is that two identical objects are to be placed into a case or box, these objects are primarily toys that would capture an infant’s attention. The infant would be roughly 5-months old, and the next step of the experimental would consist that the screen that is hanging from the case or box is to be lifted up and cover the two objects from the 5-month old infants vision. Within the third step the empty hand of the researcher doing the experiment would come in from the same hole that it first came through when it first placed the two objects in the case. The forth step of the experiment would consist of the hand taking one of the two objects from the case which may or may not be seen being removed. In the fourth step an object could also be added, which again can be hidden behind the screen or be completely seen by the 5-month old infant. The fifth step of the experiment in turn would result in two ways, the first being that the case that contained the two objects is now revealed to contain one. Now the second result can end up in which the 5-month old infant is left to wonder and think as two why there may still be two objects when there was clearly a hand that came in to take one object away. 3b. There are two conditions that

After birth, infants jump immense milestones in terms of development. The first few weeks of a child’s life mark pertinent milestones of both perceptual and motor development. One important aspect of perceptual development is hearing which is fairly well developed immediately at birth. Although infants are initially slightly hard of hearing, they show sensitivity to sound, music, rhythm and melody. By just 4 to 6 months, children with regular hearing are able to localize noises and listen to sound (Robert Siegler, 2011). Hearing is an intricate process in which external stimuli such as sound is converted to the vibrational energy by the ear canal and eardrum and then to electrical pulses presented to the brain by various hearing nerves (Robert Siegler, 2011). The brain analyzes these electrical impulses into the sensation of hearing (Robert Siegler, 2011). Damage to the cochlear implant results in “sensory neural hearing loss” indicating that the ear has trouble translating sound waves into signals that can be analyzed by the brain (Robert Siegler, 2011). Justice’s wildcard of limited hearing in her left ear will surely affect and delay the first few perceptual and motor milestones of her infancy.

whispered into the baby’s right ear at birth (Gatrad & Sheikh, 2001). Once the infant is