Transcript HD 4: Chapter 12

HD 4: Chapter 12
Social and Behavioral
Socialization Outcomes
Self-regulation

The ability to regulate impulses,
behavior, and/or emotions until an
appropriate time, place or object is
available for expression.
Self-regulation
An aim of socialization.
 Can be observed as early as age 2 and
increases with age.
 When children have self-regulatory
difficulties, it may be a conduct disorder,
ADD, ADHD or depression.
 Temperament and parenting practices
also influence the development of selfregulation.

Behavior
 Anti-social:
 Pro-social:
Harms other people, such
as aggression, violence,
and crime.
Benefits other people, such
as altruism, sharing and
cooperation.
Observable by age 4 or 5.
Altruistic behavior can
appear by age 2 and
shows consistency over
time.
Altruistic Behavior ( pg 519)

The Whitings found that the cultural
variable most closely associated with
altruistic behavior was the extent to
which children in the various cultures
were given the responsibility to perform
household tasks or chores related to the
family’s economic security.
How Can We Turn Antisocial
Behavior Around? (pg 507)

Identify young children who are both
antisocial and unskilled in peer
interactions.

Provide social skills training and
academic remediation

Provide parents with parenting training.
Aggression

Aggression in childhood, especially hostile aggression,
often forecasts later maladaptive outcomes, such as
delinquency and criminality.

Some evidence exists with a genetic link to aggressive
behavior.

Coercive, hostile parenting is related to children’s
aggression.

Can be a response to frustration.
Aggression (pg 505)

Can be a result of peer group pressure.

If one’s peer group sanctions aggression, one
is more likely to exhibit aggressive behavior.

When people are anonymous, they are more
likely to be aggressive. (Halloween
experiment/1300 children)
The Milgram Experiment
(pg 506)
In 1963, this experiment focused on the
conflict between obedience to authority
and personal conscience.
 Told to inflict shocks on other subjects
when they gave a wrong answer.
 Some teachers quit or refused to do this.
 However, 65% inflicted the maximum
level of shock possible.

Theories for Aggression
Biologically influenced
 Learned
 Impulsive response to frustration
 Result of social cognitive factors such as
peer pressure
 Socialized by interacting ecological
factors

The Bandura Study ( pg 502)
A group of preschool children watched a
film of a woman hitting a Bobo doll (5
foot inflated clown) while another group
watched a model play with Tinkertoys.
 After watching the models, the children
were left alone with the toys.
 Those that watched the aggressive
behavior acted more aggressively than
the others.

Bandura Study (pg 502)

Children learn through a series of
experiences when it is appropriate to act
aggressively without disapproval or
punishment.

Children identify with role models (peers,
parents, and adults) and imitate
behavior.
Another Bandura Study
(pg 503)

Children were exposed to one of the three
conditions:
1.
A successful aggressive model enjoying
victory
2.
An aggressive model severely punished by
the victim
3.
No film at all
What happened?

The children that saw the aggressive
model rewarded for aggressive behavior
exhibited more aggression than those
who were in the other situations.

Responses that are rewarded tend to
occur more frequently and is more likely
to be repeated.
What about television violence and
aggressive behavior?

It can depend on the
alternative behaviors
that the child uses (EX:
verbalization)

It can depend on
whether the violence is
believed to be real or not
What about television violence and
aggressive behavior?

It can depend on whether the child
identifies with the TV character

It can depend on whether the parent
watches and discusses it with the child

It can depend on whether the aggressive
acts were viewed punished or rewarded
Imitation of Models

Whether or not models will be imitated
depends on their perceived status.

Characteristics of the observer can influence
the incidence of imitation.

Imitation will also depend on whether the
aggressive model was rewarded or punished.
What do children need to
behave?

The cognitive maturity to understand
their ability to control their actions.

The language development to
understand directives.

The memory capabilities to store and
retrieve instructions.
What Can Be Done to Inhibit
Aggressiveness in Young Children?
510
Organize the environment to minimize
conflicts.
 Set standards and stick to them with
consequences for noncompliance.
 Stop aggression immediately.
 Give children alternative ways of solving
problems.
 Anticipate possible situations.

What Can Be Done to Inhibit
Aggressiveness in Young Children?
510
Provide opportunities for cooperative
activities.
 Foster helpfulness and cooperation.
 Be a positive role model.
 Discuss rules and the reasons for them.
 Reward prosocial behavior.

Vgotsky (1978) and
Behavior

He believed that children couldn’t control
behavior until they could incorporate
adult cultural standards, expressed
through communication, into their own
speech.
Mischel

He studied how children delay
gratification by using inner speech.
Children used strategies to delay
immediate gratification.
Moral Development

People’s moral codes differ.

Morality is developmental.

As children mature and develop, their morality
changes.

One’s moral code develops through social
interaction in society.
Moral Reasoning

Individuals exposed to many socializing
agents are more likely to achieve a
higher level of moral reasoning than
those exposed to only a few socializing
agents.
Kohlberg’s Theory ( pg 523)
In 1976, he developed a theory after 20
years of interviewing children, teens, and
adults in different cultures.
 He presented subjects with stories
involving moral dilemmas and
questioned them.
 Six stages of moral development based
on the reasoning.

The Development of Gender
Roles

Refers to the qualities an individual
understands to characterize males and
females in his or her culture.
 Children behave in “gender-appropriate” ways
because they are reinforced or punished by
agents of socialization.
 Classification into gender roles begins at birth.
 Gender labeling occurs about age 2-3. It is
fairly rigid by age 7.
Kohlberg’s Theory of Moral
Development (524)





Begin at about age 6 through adulthood.
The stages of moral reasoning are the same
for all people and cultures.
Individuals progress from one stage to the
next.
Changing stages is gradual and results from
social experiences.
Some move more rapidly through the stages.
FACT

Only 25% of U.S. adults were found to
reason at stage 5
Guess What???

You have finished taking notes for HD 4!
Now you are ready to do well on the exam!