Speech-Language Pathologist, Part 1

Question 1: Summarize findings and conclusions of a recent research study that found a significant negative correlation between watching baby videos and language development.

Answer 1: Zimmerman et al. (2007) found that the more time babies ages 8 to 16 months spent watching baby videos, the slower their vocabulary development, but this was not the case for children 17 to 24 months old. The researchers found correlation, not causation. They used the Communicative Development Inventory to measure vocabulary acquisition. The researchers suggest these possibilities: If children’s vocabulary development is already delayed or suspect, concerned parents may attempt remediation by using videos. If so, inadequate language development may cause greater video-viewing rather than vice versa.Parents less inclined to active participation in their children’s language development or those using videos as babysitters could be confounding variables. The authors acknowledge they partly controlled for these factors but could not do so completely.Heavy video-viewing may interfere with early language development. The researchers recommend further study with a larger sample in which some parents show children no videos.

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Question 2: Summarize some highlights of Freud’s psychoanalytic theory of personality development.

Answer 2: Sigmund Freud believed that the personality is driven by unconscious impulses; the job of psychoanalysis was to discover these. Freud’s three personality structures are the id, source of primal urges, or the pleasure principle; the ego, the sense of self, or the reality principle; and the superego, the conscience, or morality principle. Example: Id says, “I want that.” Ego says, “I’ll get caught if I take it.” Superego says, “It’s wrong to steal.” Freud named many ego defense mechanisms protecting the psyche from threatening impulses, such as projection of one’s feelings onto another; regression in behavior to an earlier age; displacement of hostility onto a safer, less threatening target (e.g., the boss yells at you; you go home and yell at the kids); sublimation of impulses into socially acceptable forms (e.g., channeling aggression into a career as a boxer or football player), etc. Psychoanalytic techniques included introspection, free-association, and dream analysis and interpretation.

Question 3: Name and describe each of Freud’s stages of psychosexual development and fixations in each stage.

Answer 3: In the oral stage, infants’ erotic focus is the mouth in nursing. Later fixation at this stage produces oral behaviors—smoking, overeating, nail-biting, etc. The anal stage occurs during toilet-training; the erotic focus is the anus as the child learns self-control of the bowels. Later fixation produces anal-retentive behaviors of excessive neatness, hoarding, emotional withholding, etc., or anal-expulsive behaviors of sloppiness, recklessness, defiance, etc. In the phallic stage the child discovers his or her genitals as the erotic focus. This stage includes the Oedipal and Elektra conflicts: desire for the opposite-sex parent with aggression for the same-sex parent. The child resolves guilt over these unacceptable impulses by identifying with the same-sex parent. Later fixation produces a narcissistic character. The latency stage occurs during school years; erotic impulses are buried, deferred, or latent as the child focuses on social relationships and school activities. With puberty, the genital stage revisits the genitals, now directed toward intimate relationships.

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