Harriet-social And Emotional Dev Part 1 Flashcards
Aspects of the self
See body as diff from world and other people, self esteem, self presentation/reputation management, social groups
Why sense of self is important
Interact w environment, when misunderstand can lead to pain like phantom limb. Allow us to function in the world, if exaggerated get narcissism like trump. Understand why some have low self esteem, and how to help in kids. Need reputation management for interviews
Early understanding of self
Can’t ask infant so need to infer. Piaget said stim of senses allow kids to tell body from word and have agency (not born w it) but in the womb babies can sense world. Rochat : 2m old wiggle foot when attached to mobile- realise they can can world. Also repeat actions when receive positive feedback from caregiver or sounds (self egency)
Infant response to social world - interaction
Johnson 91: newborns prefer to track face like stim. (Under 1m), infants respond to diff objects and people, aware have an effect on others. Still face paradigm (tronick) upset if stop having an effect on partner.
Infant response to social word- rouge test
Pass the rouge test at 15-18m old, Lewis and brooks: add dot, if older they notice they can be perceived. Bischof: only those who pass show empathy (experiment acts sad in response to broken teddy, they show comfort, try to fix), also more likely to feel embarrassment but not basic like fear
Referring to self and TOM
At 2 use I or mine, at 3/4 they use comparative like I’m taller than x, understand self in relation to others, TOM: others have diff preferences to you. Rapacholi: kids prefer crackers, experimenter either says yum or broccoli and ew to cracker or other way. Hold out hand and ask infant to give her one, at 18m give the broccoli as have Tom but at 14m give her the cracker
Categorical self - background
Seeing yourself as belonging to a certain group and id others as being part of groups (nationality gender) can be important for self esteem but lead to discrimination. At 2 correctly refer to self a boy or girl (gender fastest category in the west) but don’t know if learnt label or truly identify
Self other confusion paradigm
When think of two things as similar categories, more likely to confuse them. Sami and Bennett 2009: kids between 5-10, shown cards w trait adj like funny and asked extent it applies to them, ingroup or outgroup (gender, fam and age). Then later shown the word and asked who they were asked the word about. More likely to confuse one’s rating for self or ingroup compared to out
Self across cultures - adults, older kids
Muchos data based on west but not representative, indecent culture-individualist, interdependent-collectivist. Measure w statements - inndeoent describe themselves in relation to traits but interdependent say their relationships like I’m a mother . For young kids use drawing
Self across cultures- infants
Keller: ask kids to draw picture w their fam. Interdependent draw smaller relative to parents, indepdent bigger. Over: interdependent kids draw themselves standing closer to their peers. Rumbling: Cameroon or Germany- Germany same size as parents Cameroon smaller - social hierarchy
Parental influence on interdependent or independent - Germany
Keller 2016: observed social interactions and asked parents about attitudes towards children (less experimental, more naturalistic). In independent infants have exclusive attention from parents, face to face, spend a lot of time alone. Interview in Germany: need to learn to be along and develop self identity. Praise fosters individuality e,g, you’re the tallest boy, look at your tall legs
Parental influence- Cameroon
Infants imbedded into dense social network, in close proximity to caregiver but not centre of attention. From interview: when you don’t share w people, don’t love long but when people encourage you days move faster. Less praise for child, ask about concrete topics w spec answers
Body satisfaction and self potential- manikin
Lis and ventuli: asked 18-36m olds to complete puzzle manikins. At 27m can complete but struggle w trunk and get arms and legs confused, but all ages could to face, eyes and mouths. Doesn’t mean understand own body tho
Children self portraits
Cox asks kids to draw self, children can accurately draw faces before body. 3/4 do tadpole stage where detailed head but no or bad body. Asked them to add bellybutton and know where it should be . Brownell: 17-30m olds did body size self awareness and size reasoning task, given tiny clothes and asked if they would fit, parent on the other side of a tiny door, big slide or tiny slide. Kids make more errors when estimating own body size than control, errors decrease w age, but all make at least one error
Social pressure and body image
Thompson surveyed 9year old children who saw Disney princesses, almost all wanted to be slimmer than they were. Tiggeman and anesburt : kids attribute + traits to underweight and - to overweight. Birgeneu: anduots - eval fat kids . Smolak: + link between kids view of own body and parent view of kid body. Kelley: kids more likely to have + image when parents talk about health and not weight control
Self esteem
Leary : sociometer theory suggests self esteem allows ppl to determine how well they navigate relationships. Esteem linked to well-being. Harter: 5 domains of esteem (scholastic, social,athletic, physical and behavioural). Kids shown child doing well or not at a task and asked which more like them. Attribution theory- low self esteem attribute - events to external and - to internal, high do opposite. Creates cycle so need intervention
Self efficacy
Dweck: fixed or growth mindset- praising abilities leads to fixed, effort growth. Growth persevere longer on challenging tasks, more willing to tackle hard things
Self presentation
Public and private self- ppl influence how others think about them/public self
Reputation management: engelmann 2013: asked 5 year olds to play game, had op tp help another child or steal from them, varied whether they wre told the child was watching them or not- more likely to help when being watched and steal when alone
Pro social definition and evolution
Behaviour that benefits another with a cost to yourself, some do for a career e.g. paramedic. Sensible to help child as carry on genes but doesn’t explain stranger helping. Evol. Psych say reciprocity (will then help you later) or indirect reciprocity (others see you helping and then will help you later). Seen in infants- tomasello from 18m
Psych mechanisms that lead to procosical - empathy
- Empathy: contagious crying as newborns more likely to cry when hear another infant cry- even cry when hear recording of other infant over self crying- simner.
Sympathy from emotional cues
zahn waxler: mother pretends to be upset due to hurt. Pro social behaviour coded into physical comfort, verbal, verbal advice, helping and sharing. Over half did at least one after age 1, by 2, all but one did 1+. Actions became more diverse w age- youngest mainly used physical only. Not equally pro social as some became distressed.
Sympathy wout emotional cues
Other study may be due to contagious/become upset themselves. Vaish: 18m watched experimenter losing a ballon, either had a bad day e.g. necklace broke, picture destroyed or normal. Infants more helpful when having a bad day- shows infants show sympathy when not showing emotions
Guilt
Commonly viewed as a toxic emotion to be avoided by it regulates relationships as adults more likely to be pro social when guilty. Vaish: experimenter knocks over tower and either takes blame or says child knocked it over. 3 year olds more likely to rebuild tower if believed it was thier fsilt but 2 year old had no diff in helping behaviour. Tangney and dearing 2002: children more prone to guilt in 5th grade less likely to be in prison in adulthood and more likely to be pro social e.g. safe sex and no drugs
Socialisation of pro sociality
Hammond: parents can influence by giving direct instruction to be kind but also by modelling empathetic relationships. Rheingold: promote it by scaffolding children’s participation in household chores zahn: parents who are warm/sensitive more likely to have empathetic children + pro social
