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Old 02-23-2004, 01:28 PM   #1
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Post what's in your COPY 'N' PASTE...

^^ heheh, someone was showing me this really cool .gif they found. It's pretty nifty!

SO, what's in *your* copy 'n' paste??

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Old 02-23-2004, 01:54 PM   #2
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An email I just sent to a friend. I copied it 'cause my email program has a nasty habit of not sending my email and deleting what I've written.

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Old 02-23-2004, 01:57 PM   #3
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Just to clarify: that isn't what I have in my copy 'n' paste...but a description of it.
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Old 02-23-2004, 01:58 PM   #4
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SO, what's in *your* copy 'n' paste??
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Old 02-23-2004, 01:58 PM   #5
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Old 02-23-2004, 02:02 PM   #6
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And who's phone number would that be?
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Old 02-23-2004, 02:15 PM   #7
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Grab your pith helmet and head for the Kalahari Resort and Convention Center in the Wisconsin Dells for a safari-themed grand opening adventure.
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Old 02-23-2004, 02:46 PM   #8
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I just said, fuck you all, fuck it, forget it. And I turned my phone off.
"Knight in shining Zubaz."

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Old 02-23-2004, 03:00 PM   #9
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16 Inch Porcelain Doll Vintage Dress NR

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Old 02-23-2004, 03:01 PM   #10
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that is in my copy and paste.
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Old 02-23-2004, 04:35 PM   #11
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I was looking for more clothes to buy....

I think I am becomign a shopaholic....
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Old 02-23-2004, 04:37 PM   #12
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"le Retour la Terre" Vichy
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Old 02-23-2004, 06:18 PM   #13
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I need to take a shower when I look at you

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Old 02-23-2004, 07:02 PM   #14
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Developmental Psychology Lecture 1

Introduction -

Most areas of psychology focus on the behaviours of individuals at a given time. This is known as a cross-sectional view of psychology.

Conversely, developmental psychology studies how an individual's behaviours and abilities change and develop with age and experience. This is known as a longitudinal view of psychology.

Although various sorts of development continue throughout our entire lives, the majority of developmental research focuses on child development rather than development over the entire life span.

Why is this?

Development is most obvious and most rapid in the childhood years, and has therefore received a lot of attention.
Practicality: we spend a good deal of time and energy devoted to teaching and training children.
Many intellectual and perceptual tasks are difficult for children. By studying the errors that children make, we can not only learn about the development process itself, but perhaps also something about how these tasks are performed by adults.
Another reason is theoretical. The influence of theorists like Freud - who believed in the extreme importance of childhood events for later development - led to a focus on child development to the exclusion of development at other ages.

Language Development

Two separable aspects of language use -

1) Comprehension: the ability to understand spoken language.
2) Production: the ability to produce speech.

It is possible, that an infant's comprehension is greater than his/her production, but not vice-versa.
We will focus on production, because it is easier to observe, record, and quantify than comprehension.

Babbling -

Begins at about 2-3 months; ends at about 12 months.
Child begins making sounds out of which language will be constructed
- these are known as phonemes.
- different languages use different sets of phonemes.

Babbled sounds include many that are not part of language the child will learn.
- the child may at this stage make sounds that will be difficult or even impossible for him/her to make as an adult. For example, Japanese infants may make both the 'r' sound and the 'l' sound, even though as adult speakers of Japanese, they will have great difficulty making either sound since they are not used in Japanese.

During the final 2-3 months, the number of sounds made while babbling decreases: Sounds that are not heard disappear, leaving mostly the phonemes that are part of the language spoken around the child.

The first word -

At about 12 months, the infant speaks his/her first word.
When the child utters its first word, he/she now begins working with another basic unit of language - the morpheme: the smallest unit of language that has meaning.
Every child's first word tends to be made up from the same small subset of consonant and vowel sounds: 'a', 'e', or 'i'; and for consonants, 'm', 'b', 'd', 't', or 'p'.
- perhaps because these sounds are relatively easy to form.

From 12-24 months, the child adds new speaking and comprehension vocabulary.
- usually names of important items in the child's environment.

At about 24 months, the child produces his/her first multi-word utterance.
- usually an adjective-noun pair or a noun-verb pair. E.g. big-dog; Daddy-go
- length and grammatical complexity of child's utterances increase.
- more additions to both working and comprehension vocabulary.

Notable features of a child's early sentences:
- words are left out, especially small words such as prepositions (in, at, by), and relative pronouns (which, that, who).
- Child's speech often described as telegraphic: making sentences as short as possible.

Summary of Language Development

Models of Language Development

The reinforcement model, proposed by B. F. Skinner, argues that language can be viewed as nothing more than a set of behaviours or responses that happen to involve making sounds.

Skinner contends that, like any other learned behaviour, language acquisition is the result of shaping, positive reinforcement, generalization, and discrimination.

The idea behind Skinner's theory is illustrated in the following diagram:

Babbling is selectively reinforced: sounds that are part of the language are more likely to be reinforced than are other sounds.

Likewise, the first word is shaped when sound sequences resembling words are given more reinforcement that other sound sequences.

With continued reinforcement, the child increases the number of word-like utterances that he/she makes, since each one brings more reinforcement than non-words do.

Word meaning is learned similarly: based on generalization and discrimination. That is, the child is reinforced for uttering the correct name in the presence of object, and generalizes the learned response to similar objects.

Skinner distinguishes two kinds of multi-word utterances:

1) Mands: utterances that make requests. Reinforced when the request is granted. E.g. "Want cookie!"
2) Tacts: utternaces that make statements or observations about the world. Reinforced by the general response of the listener. E.g. "Big Doggy"

In addition to vocabulary, a child's utterances become grammatically correct as a result of selective reinforcement: A child's sentences are more likely to receive reinforcement from others when they are grammatically correct than when they are not.
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Old 02-23-2004, 07:11 PM   #15
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[nothing was in my cut and paste]

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