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Social & Emotional Development Chapter 10 Processes in Social Behavior -Social Behavior as Operant Interactions : Bert's Contingency: Sees Ernie → "Hi Ernie" → E. smiles → R → S+r ( Setting Event = Walking along) Ernie's Contingency: "Hi Ernie“ → E smiles→ Bert Smiles Sd → R → S+r (Setting Event = In a good mood) Sd The Function of Social Behavior Phylogenic Contributions to Social Development Physical Characteristics Social Reflexes – Facial Expressions – Reflexive Crying Neonatal Imitation Ontogenic Contributions Social Behaviors Reinforcement Proximity Attention Affection Observational Learning Social Reinforcement Secondary Reinforcers Paired with Primary Reinforcers Proximity Reinforcer - The nearness of you Attention Mand for Mom – Verbal behavior reinforced by mom doing something Ways of Reducing Mands for Attention Ways of Reducing Mands for Attention DRO – Differential Reinforcement of Other behavior – Incompatible response technique – Strengthens more desirable behavior – Doesn’t produced deprivation of reinforcer Positive (Presentation) Punishment – Not recommended – Ethical? Escape Negative Punishment (By Loss) (Weak if delayed) – Loss of privileges – Time-out Affection Usually reinforces desirable behavior Observational Learning Traditional Approached Distinction between – Learning – Performance Direct reinforcement affects performance Vicarious consequences affect learning – Vicarious reinforcement – Vicarious punishment An Operant Approach to Observational Learning Generalized imitation – Imitation (matching form of response) a response class – Class assembled because some (not all) matching behaviors are reinforced – Counterimitation – reinforced for different behavior than model – So called “vicarious reinforcement” is actually an Sd cuing operant matching behavior Observational Learning of Respondents - Emotional Behavior Other’s emotional response serves as UCS for emotional response (UCR) Stimulus (NS) paired with other’s emotional response (UCS) becomes CS producing emotional response (CR) Prosocial Transactions Intuitive Parenting 1. Creating and maintaining an awake state. 2. Presenting a simple structure of stimuli and learning trials. 3. Providing a large number of repetitions of trials. 4. Gradually ordering of tasks so that there is increasing complexity. 5. Using adequate reinforcers. 6. Being sensitive to feedback signals indicating the child's limits of tolerance. Social Behaviors in Infancy Attachment Separation Protests Touch Fear Social Referencing Sibling Rivaly Empathy Morality Attachment Organized pattern of behavior directed toward one or more individuals. Result of phyologenic & ontogenic factors Ontogenic – reinforcement of proximity, imitation, and identification behaviors16 Reinforcement of Separation Protests Loss of primary caregiver results in loss of reinforcers– extinction burst Study by Gewirtz & Pelaez-Nogueras Baseline- noncontingent reinforcement— protests were low Contingent reinforcement by mothers of protests – protests increase Noncontingent (reversal) – Protest decrease Social Referencing Separation Protests Gewirtz & Pelaez-Nogureras (1996) The Power of Touch Touch-No Touch: (N=(8) Syncrhronized Reinforcement Fear of Dark Fear of Strangers Infant Carrying Positions Facing Inward Facing Outward Morality Direct Contingency-shaped behavior Rule-governed behavior Learns difference between – Immediate direct consequences – Remote, delayed, indirect consequences Tracking – tracking or following actual contingencies rather than just follow rules Pliance – complying with the rules in spite of discrepancies with actual contingencies. Morality Behavior-Analytic Approach An increasingly sophisticated repertoire of behaviors to further one’s long-term interests based on predicted outcomes. An organized system of rule governed behavior that controls behavior patterns that society considers “moral”. Develops from the interaction of the child and environment in active interaction. Context is crucial A Cognitive View of Morality Kohlberg’s Theory Moral Reasoning (Not necessarily behavior) Level I – Preconventional Morality – Stage 1) Tangible consequences – Stage 2) Hedonistic get rewards/avoid pun Level II - Conventional Morality – Stage 3) Follows rules to get social approval – Stage 4) Follow conventional rules to support social order Level III – Postconventional Morality – Stage 5) Have a social contract to do what is right – Stage 6) Universal principles of justice, democracy, etc. Taxonomy of Moral Rules (Pelaez & Moreno) Explicit vs. Implicit Accurate vs. Inaccurate (false or inconsistent) Complex (multiple contingencies) vs. Simple (single contingency) Other vs. Self-Derived source 16 possible combinations. Development of Rule Compliance & Self-Instruction 1. Early – Parents prompt & reinforce compliance to simple rules. 2. Generalized compliance (rule following becomes response class). 3. Others (e.g., teachers, grandparents) add rules. Child learns to discriminate which rules will have consequences. 4. Adults prompt child to give own rules (selfinstruction). 5. Self-instruction generalizes to novel situations – Generalized self-instruction. Morality- Kohlberg Morality – A Taxonomy