Chapter 12 Flashcards
Prosocial Behavior
– Empathy and Sympathy
– Guilt
Antisocial
– Aggression / Anger / Hurt
– Younger – poor understanding or morals
– Older – understanding of morals
Early Moral Development (Innate)
-Babies sensitive to social situations
Early Moral Development (Environment)
-Behaviorism/Social Cognitive
-Positive and negative emotions
You can do this
Believe in yourself Jess
Preconventional morality (Kohlberg’s Stages)
the concrete, seek rewards, avoid
punishments (reinforcement)
Conventional morality (Kohlberg’s Stages)
members of society, social norms
Postconventional morality (Kohlberg’s Stages)
outside of society’s values, universal
or personal conscience (highest level or “human rights”)
KOHLBERG’S STAGES - CRITICISMS
Judgment vs behavior
* Based on hypotheticals
* Need to consider context
* Ex. justice, group dynamics, freedom and personal
choice, etc.
* say no to speeding, but you speed
KOHLBERG’S STAGES - CRITICISMS
- Does not generalize to non-Western cultures
DEVELOPMENT OF A SOCIAL LIFE
- Humans are built to be social
- Infants and toddlers
– Seek out peers
– Mimic peers (learning from each other or “hey I like you”
Onlooker Play
-watching others play
Parallel Play
– next to each other, but
not with each other
Cooperative Play
-playing together with plans
Pretend Play
Changes from realistic/concrete to more imaginative
Vygotsky and Piaget: pretend play -> cognitive development
-what their brain development at this time
Associative Play
-playing with other children, sharing toys, and interacting, but with no overall organization of the group to achieve a common goal.
Cooperative Play
-playing as part of a group that has a common goal such as building a structure, creating a make-believe situation such as “house” with assigned roles, or playing.
Peer Acceptance
-popular children
Peer Acceptance
-rejected children
Peer Acceptance
-average children (median)
Peer Acceptance
-neglected children (few)
Peer Acceptance
-controversial (large amounts of both)
PEER RELATIONSHIPS
- Children understand their status
- Rejected & neglected children
– Disliked or ignored
– Less friends
– Feel lonely
PEER RELATIONSHIPS
- Having a good friend can lessen effects
GENERAL EFFECTS OF REJECTION
Rejection Sensitivity – individual trait
-people have different levels of it
Emotional
–Pain/upset
Behavioral
–Reaffiliate (social hunger)
* Perspective taking, mimicry
–Withdraw (protect)
–Lash out
Physiological
– Brain looks like pain
Perceptual
–Distance, temperature,
darkness
– Faces
Why are kids rejected?
–Differences
– Behaviors
How do we reduce this?
–Teacher/classroom interventions
* Seating arrangements
* Required teamwork
* Inclusivity
HOSTILE ATTRIBUTION BIAS (HAB)
- More likely to see ambiguous as hostile
- Lower threshold
HOSTILE ATTRIBUTION BIAS (HAB)
- Interpretation leads to aggression
- some children are more likely to
assume aggressive motivations
Less HAB
– higher emotional intelligence
–more advanced theory of mind
More likely
–maltreatment
– parental aggression
– parental HAB
HOW TO REDUCE
- Cognitive bias training
- Self or other persuasion
ARGUMENTS FOR LINK
Decades-worth of
research
ARGUMENTS FOR LINK
PLENTY of studies demonstrating a link between
violent video games and
-Decreased prosocial behavior and empathy
-Desensitization to aggressive behavior
ARGUMENTS FOR LINK
-130,295 participants
across 136 studies.
-Focus on adolescents
and video games
-short-term
ARGUMENTS AGAINST LINK
Some researchers take the other side citing
* Confirmation bias
* Small effect sizes (less than 1%)
* Inadequate control/comparison groups
TAKEAWAYS
-Correlation ≠ Causation
-Violent video games → aggression?
-Aggression → violent video games?
-Lacking long-term evidence
Video games
Difficulty & Pace of Action
Video games
Competitiveness
