Yr 10 P4P Term 2 .pptx.pdf

Judging and perceiving others Ms Saadet Deveci 2024 Week 1-2  Week 1 Perception and attitude Person perception Person perception the different mental processes used to understand and form impressions of other people. Whether we like i...

Judging and perceiving others Ms Saadet Deveci 2024 Week 1-2  Week 1 Perception and attitude Person perception Person perception the different mental processes used to understand and form impressions of other people. Whether we like it or not, we make all sorts of judgements about others when we first encounter them. Information that determines our person perception can be provided in two ways. 1. Directly: provided from the person we are judging, for example through observing them or interacting with them. 2. Indirectly: through hearing about the person we are judging from another person or source, for example through a friend or reading about someone online. First impressions are everlasting First impressions are your initial thoughts on someone or something based on your first interaction and/or exposure As a form of person perception, first impressions can impact the processes of: Decision-making. Person perception acts as a source of information when making choices, such as whether to see someone again. interpersonal interactions. First impressions last, and we tend to trust these ‘gut’ feelings and can treat people accordingly. Attributions Attribution: an evaluation made about the causes of behaviour and the process of making this evaluation  Internal attribution (also known as personal attribution) This is when we judge behaviour as being caused by something personal within an individual External attribution(also known as situational attribution) This is when we determine the cause of a behaviour as resulting from situational factors occurring outside the individual Attitudes Attitudes refer to an evaluation of something, such as a person, object, event, or idea. Attitudes can vary in strength and people may hold different attitudes towards certain items.  For something to be considered an established attitude there are three criteria The criteria that must be met. These are that the attitude is: for attitude 1. an evaluation of something 2. settled and stable formation 3. learnt through experience 2. Settled and stable attitudes are relatively settled and stable. This does not mean that our attitudes can’t change, but just that they are often relatively permanent. For example, liking pineapple on pizza would generally be a stable positive evaluation. The stronger our attitude is, the harder it is to change. 3. Learnt through experience As with many processes of social cognition, holding an attitude is something that we mostly learn through experience. For example, whether we believe it is okay to eat rats or dogs is informed by our unique sociocultural experiences. Once learnt, our attitudes help us navigate through our social world.  Jess was moving house and was waiting for the removalist to Class activity arrive. Her mother had warned her that removalists were famous for their unpunctuality. The removalist was already over four hours late and they were missing her calls. Extremely angry, Jess attempted to call them one more time, and this time they picked up. They said they were very sorry, and that someone had stolen the truck along with all their belongings, but that the police had just recovered it. After hearing this, Jess let go of all anger towards the removalist, and instead felt sorry for them. Before the last time Jess called the removalist, she angrily decided that she hated all removalists. Referencing the criteria for attitude formation, provide two reasons why this might be classified as an attitude, and one reason for why it might not be classified as an attitude.  Jess would have evaluated the situation Sample as negative due to the frustration she experienced, which is a component of answer attitude formation.1Another component of attitude formation is her learnt evaluation through her direct negative experience with the removalists.2A reason Jess’ evaluation may not be classified as an attitude is that it does not meet the criteria for being settled and stable, due to it quickly changing when the removalist called and apologised with a justifiable reason.3 Tri-component model of attitudes Tri-component model of attitudes (also known as the ‘A-B-C’ or ‘tripartite’ model) a model which illustrates the relationship between the affective, behavioural, and cognitive components of our attitudes  Achmad hates sour lollies and doesn’t Class activity understand how his friends enjoy them. His friends play a game to see how many sour lollies they can put on their tongue at once, but Achmad refuses to put even one. Imagine Achmad decided to join in, placing a sour lolly on his tongue despite his attitude. Explain how this may demonstrate a limitation of the tri-component model of attitudes.  If Achmad ate the lollies despite not liking Sample them, the behavioural component would not be consistent with Achmad’s answer cognitive component, through the tri-component model of attitudes.1This demonstrates the tri-component model’s limitation that our behaviour does not always reflect our attitudes.2 Stereotypes Stereotype a widely held belief and generalisation about a group, such as people, animals or objects Some common stereotypes include: Men are strong, task-focused beings and do not get very emotional. Women are socially-oriented beings and are highly sensitive. Old people are frail, slow, and unfit to engage in physical activity. Poor people are lazy and unintelligent. Americans are stupid. Vegan food tastes weird. Melburnians love coffee. Question 1 According to the tri-component model of attitudes, someone who drinks their auntie’s lemonade even though they think it tastes bad and it makes them feel sick holds an attitude of their auntie’s lemonade. A. True. B. False. Answer B. False. The tri-component model suggests that all three components of our attitude must be present in order to hold an attitude. Our behaviour (not drinking lemonade) should match our feelings (feeling sick) and thoughts (believing it tastes bad). However, in reality many argue attitudes can exist with just two components. Question 2 Which of the following statements reflect an affective component of an attitude? (Select all that apply) 1. Not going outside because you are scared. 2. Feeling scared of the outside world. 3. Being mad at someone for betraying your trust over many years. 4. Thinking that a law is unfair because it doesn’t consider a major group of people in society. 5. Choosing to vote because you believe it is important to have your say. Answer 2; 3. Affect means emotion, so statements only relating to feelings are correct. Question 3 Which of the following statements are stereotypes? (Select all that apply) 1. Hot coffee tastes better when it is cold outside. 2. Homeless people are lazy. 3. Teenagers are obsessed with TikTok. 4. A lot of people consider yellow to be a happy colour. 5. People who wear glasses love to read. Answer 2; 3; 5. Options I and 4 do not refer to all members of a group, but instead generalise to a portion of the group. Whilst we can have an attitude towards them, we remember that stereotypes are oversimplified beliefs about an entire group. Question 4 Many survey participants related pit bulls to violence. Using the tri-component model of attitudes, the different components of their attitudes towards pit bulls could be: Answer 4 Many survey participants related pit bulls to violence. Using the tri-component model of attitudes, the different components of their attitudes towards pit bulls could be: Question 5 William hates English class because he feels as though his brain is better suited to mathematical thinking and that he is not good at English due to having difficulty completing the class work. Because of this, he doesn’t pay attention in English class anymore or try on his tests as he finds it too hard to study for them. Identify William’s behaviour and the attribution he is making. (2 MARKS) 5. Answer  Week 2 Cognitive dissonance and cognitive bias Cognitive dissonance Cognitive dissonance is the psychological tension that occurs when our thoughts, feelings, and/ or behaviours do not align with one another  It is important to realise that inconsistencies (misalignment) between thoughts, feelings, and behaviours only produce cognitive dissonance under certain circumstances, such as: if you were aware of the potential consequences and the inconsistency of your behaviour when you decided to undertake the behaviour. if you cannot sufficiently justify why you performed the behaviour Example of cognitive dissonance For example, maybe you were saving up for a car but decided to buy a new, expensive jacket instead. If you bought the jacket because it was your birthday, then you may not feel cognitive dissonance as you can adequately justify your behaviour. However, if you bought the new jacket for no adequate reason and you were aware of the potential financial consequences of buying the jacket, then you are more likely to experience cognitive dissonance.  When we experience cognitive dissonance, we are motivated to reduce this feeling of tension and misalignment. Since cognitive dissonance is most commonly related to an individual’s thoughts and behaviour, cognitive dissonance is sometimes reduced or avoided by: changing your thoughts to align with your behaviour. changing your behaviour to align with your thoughts. Cognitive biases Cognitive biases are unconscious, systematic tendencies to interpret information in a way that is neither rational nor based on objective reality Instead of following logic, individuals distort information to think about it in a way that is preferable to them, thereby avoiding or reducing cognitive dissonance. Types of cognitive bias 1. Confirmation bias The tendency to search for and accept information that supports our prior beliefs or behaviours and ignore contradictory information. Example: Aisha may refuse to receive a vaccine as she holds the belief that they are dangerous to her health. However, if research shows the positive effect of vaccines, then her initial thoughts may be challenged. To avoid cognitive dissonance, she is likely to seek out more information that supports her initial beliefs, such as rare cases of negative vaccine side effects. This information may justify her behaviour of not getting vaccinated which can assist in avoiding cognitive dissonance. 2. Actor-observer bias The tendency to attribute our own actions to external factors and situational causes while attributing other people’s actions to internal factors. Example: Hassan holds a belief that he is generally a calm person. However, on a night out, he gets into a fight with another person. Hassan feels psychological tension as this behaviour is inconsistent with his self-beliefs. To reduce this discomfort, he attributes his behaviour to external factors, such as that the other person instigated it and it was self-defence, not the he was the violent one. 3. Self-serving bias The tendency to attribute positive success to our internal character and actions and attribute our failures to external factors or situational causes. Example: Ahmed puts in a lot of effort studying for their psychology test, yet still fails the test. To avoid cognitive dissonance about the misalignment between the amount of effort they put into studying and the outcome, they attribute their failure to situational causes, such as the test was hard, as opposed to internal causes, such as their lack of knowledge. On the other hand, Ahmed did not study for their maths test yet still passed. They try to avoid cognitive dissonance by attributing their success to their own character, such as by believing that they are naturally smart. 4. False-consensus bias The tendency to overstimulate the degree to which other people share the same ideas and attitudes as we do. Example: Mel is passionate about saving the environment and tries to live sustainably. Despite this, Mel thinks her individual actions and behaviours are not enough of a difference. To make her feel better, she reasons that all other young people also care about the environment and are working towards the same goal, meaning her self-perceived insignificant actions are actually greater cause and having an impact. 5. Halo effect The tendency for the impression we form about one quality of a person to influence our overall beliefs about the person in other respects. Example: Beth starts dating a boy named Fitz who was really funny when they first met. Because Fitz was funny, Beth believes that he is also adventurous, outgoing and kind. If Beth believes Fitz has negative traits, then this may cause discomfort for Beth as these beliefs do not align with her first impression of him being funny. Therefore, although Fitz has not displayed these positive qualities, Beth’s assumptions help to avoid cognitive dissonance as they are inconsistent with her first impression. Activity 1 Activity 6B.1 - Reflect and respond Cognitive dissonance: the fur coat https://www.youtube.com/watch?v=a1RV-vUQpFE Activity In groups of 4, give an example of each cognitive bias on Canva. Ensure to include the scenario, why it would cause cognitive dissonance and what they would do to cover this cognitive dissonance (cognitive bias) You will need to include 5 separate scenarios to cover all 5 cognitive biases discussed in class.  Question 1 The majority of people can agree that smoking does pose serious risks to health, however, some people continue to smoke. Smokers tend to endorse information that supports their behaviour, such as that smoking reduces stress or that the health risks of smoking are not as serious as most people think. Smokers use this information to justify their behaviour and change their beliefs in ways that helps rationalise their continued behaviour of smoking, thus reducing psychological tension. (Fotuhi et al., 2013) Which of the following statements best reflects why smokers may experience cognitive dissonance? A. ‘The majority of people can agree that smoking does pose serious risks to health, however, some people continue to smoke.’ B. Smokers tend to endorse information that supports their behaviour.’  Answer 1 The majority of people can agree that smoking does pose serious risks to health, however, some people continue to smoke. Smokers tend to endorse information that supports their behaviour, such as that smoking reduces stress or that the health risks of smoking are not as serious as most people think. Smokers use this information to justify their behaviour and change their beliefs in ways that helps rationalise their continued behaviour of smoking, thus reducing psychological tension. (Fotuhi et al., 2013) Which of the following statements best reflects why smokers may experience cognitive dissonance? A. ‘The majority of people can agree that smoking does pose serious risks to health, however, some people continue to smoke.’ B. Smokers tend to endorse information that supports their behaviour.’ Question 2 The majority of people can agree that smoking does pose serious risks to health, however, some people continue to smoke. Smokers tend to endorse information that supports their behaviour, such as that smoking reduces stress or that the health risks of smoking are not as serious as most people think. Smokers use this information to justify their behaviour and change their beliefs in ways that helps rationalise their continued behaviour of smoking, thus reducing psychological tension. (Fotuhi et al., 2013) Smokers tend to endorse information that supports their behaviour, such as that smoking reduces stress or that the health risks of smoking are not as serious. This reflects the A. self-serving bias. B. False consensus bias C. Confirmation bias Answer 2 The majority of people can agree that smoking does pose serious risks to health, however, some people continue to smoke. Smokers tend to endorse information that supports their behaviour, such as that smoking reduces stress or that the health risks of smoking are not as serious as most people think. Smokers use this information to justify their behaviour and change their beliefs in ways that helps rationalise their continued behaviour of smoking, thus reducing psychological tension. (Fotuhi et al., 2013) Smokers tend to endorse information that supports their behaviour, such as that smoking reduces stress or that the health risks of smoking are not as serious. This reflects the A. self-serving bias. B. False consensus bias C. Confirmation bias  Week 3 Nature vs Nurture Term 2 assessment You will complete a test in Week 5 Friday. This test includes; Part A: Topics taught in Weeks 3,4, 5 Part B: analysing a past study. - Key science skills The study will be about Nature vs nurture debate.  Development: Growth and change within an individual’s lifespan. Key terms Psychological development: an individual ‘s changes in functioning across multiple domains, including the lifelong growth across emotional, cognitive and social domains. Aspects of psychological development Cognitive Emotional Social development development development Cognitive development The changes in thought processes that occur as we age. This includes a more sophisticated production of thought as well as the ability to comprehend and organise information from the internal and external environment. Example: learning a second language. Learning your time tables. Understanding that others have a different perspective to your own. Emotional development The continuous, lifelong changes in skills that allow individuals to control, express, and recognise emotions in an appropriate way. Example: Learning how to appropriately express emotions, such as anger. Recognising your own emotions. Understanding how others around you feel. Social development The lifelong changes in skills that allow individuals to effectively and appropriately interact with others. Examples: Learning how to have a conversation with others. Learning how to appropriately communicate with your work colleagues.  Cognitive, emotional and social aspects of psychological development are interconnected and dependent on one another. This means that they often do not develop in isolation and instead are symbiotic, in that as one develops, the other aspects often follow. Hereditary and environmental factors Hereditary factors: Environmental factors: Factors that influence factors that influence development and are development and arise from genetically passed down an individual’s physical and from biological parents to social surroundings. their offspring. Activity Hereditary and environmental factors Watch the video. Which factor has a greater influence on intelligence? NATURE vs NURTURE Nature (hereditary) vs. Nurture (environmental Debate about determining what influences characteristics developed by individuals There used to be 2 main schools of thought: Nature (Hereditary) Nurture (Environmental) Each individual is unique due to Each individual is unique due to their genetics their experiences Nature vs Nurture debate Theory details: Nature The first school of thought suggested that each individual was unique due to their biology or genes. This school of thought put an emphasis on hereditary factors – factors that influence development and are genetically passed down from biological parents to their offspring. It is believed that an individual’s development is predestined at birth This includes aspects such as intelligence, personality, and interests. This school of thought suggests that, even if you were born or raised in a different environment, if your genetics were the same your development would be unlikely to change. It is believed that hereditary factors could influence an individual’s traits through genetic predisposition. Theory details: Nurture The second school of thought suggested that each individual was unique due to their experiences and how these experiences shaped them. This school of thought put an emphasis on environmental factors – factors that influence development and arise from an individual’s physical and social surroundings. These individuals held the belief that humans are shaped by their environment, experiences, geography, and social circle. Answer the following 1-Which three aspects does psychological development encompass? A. Emotional, personality, and cognitive development. B. Emotional, social, and cognitive development. C. Intellectual, personality, and social development. 2-In terms of development, hereditary factors are ________, whereas environmental factors are _________. Which of the following best fills in the blank? A. attributed to nurture; attributed to nature B. genetically based; the influence of one’s outer world Kahoot Get your devices ready, it’s time for a Kahoot! https://create.kahoot.it/share/nature-vs-nurture/a58797b8-3148-4a86-ad41-fd1f84f1ee51  Week 4 The biopsychosocial model What is the biopsychosocial model? Biopsychosocial model a holistic, interdisciplinary framework for understanding the human experience in terms of the influence of biological, psychological, and social factors Biological factors Biological factors are internal genetic and/or physiologically based factors. These factors can be innate, such as genetic predispositions passed down from one’s parents, or can come about later in life, such as through taking certain medications.  Psychological factors Examples Interactions with other domains Psychological factors are internal Attitudes/beliefs The biological state of Emotions (affect) having a chronic illness has factors pertaining to an Personality the potential to cause individual’s mental processes, Coping skills psychological distress. Sense of self Social isolation or having a including their cognition, affect, Self-esteem strong social circle can thoughts, beliefs and attitudes. Thoughts influence an individual’s Memories and psychological state. learning Examples Interactions with other domains Social factors Interpersonal Certain biological relationships chronic illnesses and Attachment style diseases may cause an Social factors are external factors Cultural norms individual to be relating to an individual’s Socioeconomic bedridden and status therefore may lead to interactions with others and their Education social isolation. external environment, including Physical Psychological factors, environment such as individuals their relationships and community Family having low sense of involvement. environment self-esteem may Level of social prevent them from This can include close personal support forming meaningful relationships as well as an social relationships. individual’s experience within a greater society. Activity From your own personal experiences, write down 1 biological, 1 psychological and 1 social factors about yourself. Then, relate the 3 factors to other domains.  The Mental wellbeing is an individual’s biopsychosocial psychological state, involving their ability to think, process approach to information, and regulate mental wellbeing emotions. Mental wellbeing According to the biopsychosocial model, mental wellbeing is influenced by the interaction of biological, psychological, and social factors. Any one of these factors can increase or decrease the potential for an individual to have high levels of mental wellbeing. Some considerations to note include: Low levels of mental wellbeing can be improved by addressing a combination of these factors. High levels mental wellbeing cannot be attained if only one factor of the biopsychosocial model is focused on, all need to be addressed.  Think of the model as a table as depicted in figure 1, if one of the table’s legs is removed, it can no longer stand.  Childhood trauma: the biopsychosocial approach in action Watch the following video: https://www.youtube.com/watch?v=xYBUY1kZp f8&t=2s  the biopsychosocial model, there are many factors that began to influence a child from birth. Task: With this knowledge, create an infographic for new parents outlining the relative influence of biological, psychological, and social factors on a child. You may also provide some recommendations for new parents as to how they can promote a healthy and positive development for their child. The biopsychosocial approach to psychological development Psychological development is an individual’s change in functioning across multiple domains, including the lifelong growth across emotional, cognitive and social domains. An individual’s development is impacted by the sum of all of the biopsychosocial influences encountered within their life. These influences can begin to take effect as early as infancy. Often in development, the effect (either positive or negative) of one aspect of the biopsychosocial model, during infancy or early childhood, can influence a series of outcomes that contribute to the individual’s positive or negative experiences throughout childhood and adulthood. Psychological development The process of psychological development (emotional, cognitive and social development) over the course of the life span Emotional development Emotional development: the continuous, lifelong development of skills that allow individuals to control, express, and recognize emotions in an appropriate way We all experience a range of emotional reactions in our lives, with everyone feeling angry, sad, relieved, and excited at some point in time. Like all forms of development, the range of emotions, and our knowledge of how and when to express these emotions, becomes increasingly sophisticated as we age and develop.  Another theory that is used to explain the process of emotional development is the theory of attachment. Attachment: a long– lasting emotional bond between two individuals Attachment According to this theory, the attachment formed significantly impacts the infant’s emotional development. It has the potential to enhance or reduce their ability to understand and express their own emotions, as well as recognize the emotions of others throughout their lifespan. Secure and insecure attachment Mary Ainsworth Developmental psychologist who conducted studies on attachment using infants and their mothers Known for the ‘Strange Situation’ (1978) observational study Study allowed researchers to examine or measure the attachment between infants and their primary caregivers  Ainsworth’s Strange Situation Experiment https://www.youtube.com/embed/QTsewNrHUHU Insecure attachment https://www.youtube.com/watch?v=DRejV6f-Y3c&t=141s Ainsworth’s Strange Situation Experiment Harry Harlow Disclaimer: this is extra information and will not be assessed. This study allows us to have a better understanding of emotional development. American psychologist who studied the attachment theory Well known from his study investigating affectional (emotional) attachment between infant rhesus monkeys and their mothers He wanted to know whether attachment developed to resolve biological needs (eg. hunger) or through physical contact  Harry Harlow https://www.youtube.com/watch?v=OrNBEhzjg8I &embeds_referring_euri=https%3A%2F%2Fdocs.g oogle.com%2F&embeds_referring_origin=https%3 A%2F%2Fdocs.google.com&source_ve_path=Mjg2 NjY&feature=emb_logo Lessons from Harlow’s experiment You might find the results of Harlow’s experiments as “obvious,” but it’s important to remember the context in which they were done. At the time, psychologists from behaviorists to even Freudians largely believed that attachment between a child and their parents was developed only via meeting the child’s physical needs. Parents were encouraged to not cuddle their child so as to avoid raising overly dependent persons. This went so far as to advise parents to ignore their child’s crying to help foster a more independent nature. While there were inevitably naysayers, they were in the minority without any concrete proof to back up their claims. Harlow created a dramatic, drastic experiment with scientifically collected findings that couldn’t be ignored. Important takeaways from Harlow’s experiments are the importance of contact comfort, the necessity of a stable bond between a child and a loving adult, and that anyone, regardless of if they directly care for the physical needs of the child, can be loved by the child for attending to their emotional needs. Ainsworth’s Strange Situation Experiment Cognitive development Cognitive development: the continuous, lifelong development of the ability to think, comprehend, and organize information from the internal and external environment Piaget https://www.youtube.com/watch?v=Qb4TPj1pxzQ Piaget on Piaget, Part 2 → Piaget's Stages of Development https://www.youtube.com/watch?v=TRF27F2bn-A Peek-A-Boo Limitations?? Despite attempting to explain the differences between individuals’ experiences of emotional development, the theory fails to account for cross-cultural differences. further, the theory focuses on attachment style during infancy and then proceeds to jump directly to adulthood development outcomes, with little explanation as to what occurs in between.  Piaget’s four stages For each stage of Piaget’s Cognitive theory, create a poster including: Name of stage Age Activity Explanation key cognitive accomplishments thinking styles  Week 5 Critical and sensitive periods Maturation and plasticity KEY TERMS Maturation: The biologically programmed process of growth that has a fixed sequence and facilitates all aspects of our development as we grow Plasticity: The brain’s ability to physically change shape in response to experience and learning Types of developmental periods Critical periods: The narrow, rigid developmental period in which a specific function or skill must be learnt Sensitive periods: The optimal developmental period for a specific function or skill to be learnt in the fastest and easiest way Example of first-language acquisition 1.Language acquisition, or the ability to perceive and comprehend language, and produce and communicate with speech, is one of the most well-known critical periods for humans. 2.The critical period hypothesis suggests that there is a set period in which all components (comprehension of language, verbal production etc.) of language acquisition need to develop, or they may never fully develop. Example of acquisition of a second language 1.The acquisition of a second language involves a sensitive period. A second language is much easier and faster to learn up until the age of 12 due to the processes of maturation and brain plasticity (DeKeyser et al., 2010). It is believed that the earlier a second language is acquired, the more potential there is to learn this language to a greater level of fluency. 2.If a second language is learnt as an adult, it is much more difficult to reach a ‘native-speaker’ level of fluency, and the specific grammar rules of the language will be developed to a lesser extent than if learnt as a child (Abrahamsson & Hyltenstam, 2009). What is the difference between ‘use by date’ and ‘best before date’  Critical and sensitive periods Critical periods (‘use by date’) Sensitive Periods (‘best before date’) Less flexible Some functions have an OPTIMAL, but more flexible time Narrow, rigid development period in which a specific skill or when they can develop function must be learnt. More flexible Activity Can you think of critical and sensitive periods? Write down some examples in your book. Critical and sensitivity period The story of Genie – Video Analysis https://www.youtube.com/embed/VjZolH CrC8E - Genie Wiley Documentary What happened to Genie? How did this affect her development? Was Genie able to recover?  Case study helping us understand critical and sensitive periods related to language acquisition Genie experienced - neglect, abuse and isolation from ages 20 months to 13.5 years old Isolated, locked in a room, never spoke to anyone When she was found, people realised that she: couldn’t walk Couldn’t talk Did not make any sounds (including crying) Was the size of a 6-7 y/o child The story of Genie was able to learn language/understand at a rapid rate - however, not as rapid as infants and toddlers Genie This study allowed us to understand that language acquisition is perceived as a sensitive period as she was still able to learn afterwards Few years later, Genie was unable to develop certain skills: fully understanding all aspects of grammar; she was unable to separate grammatically correct from grammatically incorrect sentences verbally producing sentences understanding intonation (the pattern involving rises and falls in pitch when speaking to convey meaning) Suggests that some aspects of language acquisition have critical periods as she couldn’t learn them  Working in groups of 2-3, discuss and answer the following questions relating to the case study: 1.In terms of processes of developmental plasticity, why may Genie be unable to ever produce sentences The story of or understand all aspects of grammar? Before this study, the critical period hypothesis Genie – stated that language acquisition was a critical think-pair-sh period. However, Genie was able to acquire some processes of language acquisition (e.g. expand her are vocabulary, verbally produce one and two-word sentences) but not others (e.g. verbally produce complete sentences). What do these findings from the study into Genie suggest about this hypothesis? Do the results support the hypothesis completely? Why or why not?