Download Psychology 100.18

Psychology 100:12
Chapter 11: Part IV
Development
Outline
 Whorf’s hypothesis
 Brain & Language
 Gender & Moral
Development
Study Questions:
• Describe Kohlberg’s stages of
moral development.
Language
• Linguistics
Benjamin Whorf
– Whorf’s hypothesis
>Linguistic Relativity hypothesis: Your language
shapes your thoughts
 Language controls thought and perception
>The Hopi as a timeless people
>Heider (1971, 1972)
 Focal colours
 Dani Language (New Guinea)
• Two words for colours: Mola (bright) & Mili (dark, cool)
• Recognition memory influenced by focality
Language
• Linguistics
Benjamin Whorf
– “Eskimo words for snow” (100, 200, or 400?!?)
>Martin (1986)
 Franz Boas (1911; derived forms)
 4 ‘Eskimo’ words for snow
• Aput - snow on the ground; Qana - falling snow;
piqsirpoq - drifting snow; qimuqsuq - snowdrift.
 English words for water
• Liquid, lake, river, pond, sea, ocean, dew, brook, etc.
> these could have been formed from the ‘root’ water
> ‘Eskimos’ all snow related words from 4 ‘roots’
Language
• Linguistics
Benjamin Whorf
– “Eskimo words for snow” (100, 200, or 400?!?)
> Whorf (1940s)
 “We have the same word for falling snow, snow on the ground, snow
packed hard like ice, slushy snow, wind-driven flying snow- whatever the
situation may be. To an Eskimo, this all-inclusive word would be almost
unthinkable; he would say that falling snow, slushy snow, and so on, are
sensuously and operationally different, different things to contend with;
he uses different wards for them and for other kinds of snow.” (Whorf
1940)
 7 words for snow (what about sleet, slush, hail, blizzard, etc.?)
Language
• Linguistics
Benjamin Whorf
– “Eskimo words for snow” (100, 200, or 400?!?)
> Brown (1958): Three words for snow
 Only looked at the figures in Whorf’s paper!
> Eastman's (1975) Aspects of Language and Culture
 Cites Brown: "Eskimo languages have many words for snow”
(Mentions six lines later that the number was 3)
> Lanford Wilson's 1978 play “The Fifth of July”
 50 words for snow
> New York Times editorial (1984) :100+ words for snow
> The Science Times (1988)
 "The Eskimos have about four dozen words to describe snow
and ice”
> Cleveland weather forecast: 200 words for snow
Brain
&
Brain & Language
Language
• Neuropsychology of language
Paul Broca
– Aphasia: Language deficits resulting from brain-related
disorders and injury.
> Very common
 40 % of all strokes produce some aphasia
– Broca’s Aphasia
> Paul Broca - studied patient Leborgne (A.K.A.’Tan’)
 Treated for leg injury
 Died a few days later
 Autopsied brain
 Discovered ‘Broca’s area’
 Left Hemisphere dominance for language
Brain
&
Brain & Language
Language
• Neuropsychology of language
Paul Broca
Brain
&
Brain & Language
Language
• Neuropsychology of language
Paul Broca
– Broca’s Aphasia
> Production Deficits
 Problems in producing fluent language
 Range from ‘Tan,tan,tan,…’ to short phrases
 Lack function words and grammar
• May retain idioms (‘fit as a fiddle’) or songs
 Proximity to motor cortex
• Dysarthria: loss of control over articulatory muscles
• Speech Apraxia: Unable to program voluntary articulatory
movements.
Brain & Language
• Neuropsychology of language
Paul Broca
– Broca’s Aphasia
> Comprehension deficits
 Unable to analyze precise grammatical information
•
“The Boy ate the cookie”
•
Who ate the Cookie?
•
“Boy ate cookie”
• Implied grammar (cookies don’t eat boys)
•
“The Boy was kicked by the girl”
•
Who kicked whom?
•
“Boy kick girl”
Brain
&
Brain & Language
Language
• Neuropsychology of language
– Wernicke’s Aphasia
>Carl Wernicke, 1870s
 Production deficits
Carl Wernicke
• Sounds fluent (e.g., foreign language)
• Neologistic (invented words)
• Semantic substitutions
• E.g.
I called my mother on the television and did not
understand the romers by the door.
Brain & Language
• Neuropsychology of language
– Wernicke’s Aphasia
>Carl Wernicke, 1870s
Carl Wernicke
 Comprehension deficits
• Do not recognize the incomprehensibility of their
own sentences
• Do not comprehend written or spoken language
 “Here and gone again”
• Aphasia improves over time
• Anomia: Losing the ability to retrieve words
(nouns)
Brain
&
Brain & Language
Language
• Neuropsychology of language
– Classical localization model (Lichtheim, 1885;
Geschwand, 1967)
>Damage to main areas
 Broca’s Aphasia
 Wernicke’s Aphasia
>Damage to connections
 Conduction aphasia
 Transcortical sensory aphasia
Brain
&
Brain & Language
Language
• Neuropsychology of language
Gender Development
• Some definitions
– Gender roles: Cultural expectations about how men and
women should behave
> Around 2 yrs ->identify themselves as a boy or girl.
– Gender Stereotypes: Beliefs about differences in the
behaviour, abilities, and personality of men and women.
Gender
Gender Development
Development
• Nature of gender differences.
– Beck’s assessment
>Girls
 show earlier verbal development
 interpretation of emotional cues
 more compliant
> Boys
 show stronger spatial abilities
 increased aggression
 more likely to have language/behaviour problems
Gender Development
• Gender identity and sexual orientation
– Gender Identity: The association we make with
being either male or female.
– Gender Constancy: recognizing that being male
or female is irrevocable.
>By age 5
– Sexual orientation: Inclination towards choosing
a partner of the opposite or the same sex.
Gender Development
• Gender identity and sexual orientation
– Biological Basis of sexual orientation
>Role of sexually dimorphic nucleus
 LeVay(1991)’s post mortum analysis
>Role of prepuberty experience
 Only predictor is how one feels
 Genetic basis
 Concordance rates: MZ twins: 52%
 DZ twins: 22%
Gee, you mean
I can’t make
anyone gay?
Moral Development
• Piaget’s Theory
Jean Piaget
– Stage 1: Moral Realism.
>Characterized by egocentrism
 Personal consequences of behaviour
 Blind adherence to rules.
 Rules come from authority, cannot be changed.
 Moral judgement -> consequences not intentions.
– Stage 2: Morality of Cooperation.
>Rules are social conventions
>Flexibility - rules can be changed by convention.
Moral
Moral Development
Development
• Kohlberg’s Theory
Lawrence Kohlberg
– Tested childrens responses to various moral dilemmas
– Three levels and 6 or 7 stages
> Preconventional Level
 Stage 1: Punishment and obedience
• Direct consequences to self, avoid punishment
 Stage 2: Naive instrumental hedonism
• Different people have different self-interests
• Weigh potential risks and benefits
He won’t mind serving time in jail if his wife is
alive and waiting for him
Moral
Moral Development
Development
• Kohlberg’s Theory
Lawrence Kohlberg
>Conventional Level
 Stage 3: Maintaining good relations and conformity
• Live up to expectations of others
• Good acts receive approval, improve relationships
His family will think he is a bad husband if he lets
his wife die
 Stage 4: Law and order morality
• Rules and laws maintain social order
• Duty bound to follow the conventions of the greater
society
Moral Development
Moral Development
• Kohlberg’s Theory
Lawrence Kohlberg
>Postconventional Level
Ghandi
 Stage 5: Human rights, social welfare / contracts
• Individual rights can outweigh laws
 Stages 6 and 7: Universal ethical principles and
cosmic orientation
• Values transcend societal norms (Ghandi,
Schweitzer, etc.)
The law isn’t set up for this situation. Saving a life is more
important than obeying this law
Albert Schweitzer