Lecture 3 Flashcards
1
Q
Socialization
A
- develop social and emotional skills across the lifespan
- beliefs, behaviours, values and norms important and appropriate in society
- important for moral development
- promotes personal growth - motivation for i.e. career development
- generational information
- healthy social development -> family, friends, teachers
2
Q
Vygotsky
A
- sociocultural context
- children learn through social interaction with more knowledgable others
influences development - importance of social interaction
- active approach
- child develops cognitions through social interactions
- it has elementary mental functions (memory, sensation etc.), but also higher mental functions (sophisticated strategies, cognitive change)
- socially transmitted strategies
- zone of proximal development is the best place to be to learn
- scaffolding (joint involvement episodes where other is helping the child to learn new skills but the help is gradually reduced)
3
Q
Bandura
A
- social learning theory
- modeling
- people will reproduce behaviour by observing it
- reinforcement can play a role
- learning through observation
1. Attention : factors influencing the attention paid to the model
2. Retention: factors influencing the cognitive organization of observation in memory
3. Reproduction: factors that influence ability to reproduce behaviour
4. Motivation: factors influencing motivation to reproduce behaviour
4
Q
Social Information Processing Theory
A
- encoding the cue
- interpreting cues
- clarifying goals (find out how to react)
- accessing or constructing appropriate responses
- deciding on a response
- acting on the chosen response
(then there is peer evaluation and response where you learn from it which can influence future reaction patterns)
- encoding the cue
- you also have a database of memory store, acquired rules, social schemas and social knowledge
- you can intervene at any of the stages
5
Q
Empathy
A
- understanding the feelings of others
- children at a very young age display empathic behaviour
- age related
- innate attribute (partly genetic) but also a learned skill (modeling, sensitive parenting, affectively oriented discipline)
- a reaction to other’s distress
- necessary for psychological health
6
Q
Stages of empathy development
A
- Global empathy: first year, others not yet, others not yet perceived as distinct, another’s distress confounded with own feelings
- Egocentric empathy: own feelings are still central, second year, child becomes aware of other’s distress, but the other’s internal states are still assumed to be the same as the child’s
- Empathy for another’s feelings: about 2/3, child becomes aware that others have distinct feelings and response to these in non-egocentric ways
- Empathy for another’s life condition (late childhood): other’s feelings are perceived as expression of their life experience, empathic affect combined with mental representation of other’s condition
7
Q
Debate surrounding what empathy is
A
- is it the sharing of another’s emotional state
- or just the understanding of another’s emotional state
- is it only empathy if followed by prosocial behaviour
8
Q
Definitions differ in affective and cognitive components of empathy
A
- affective: an affective response more appropriate to someone else’s situation that to one’s own
- cognitive: intellectually take the role or perspective of another person, decode and label emotions
9
Q
Predictors of prosociality
A
- altruism, empathy, moral development
- genetic factors
- social context i.e. parenting behaviour: provision of clear rules and principles, empathic caregiving to the child, attributing prosocial qualities (explicitly labeling it) to the child, modeling (social learning theory)
- cultural context (i.e. focus on mutual interdependence bcs they learn to take care of more people, caring for the group, more collectivistic cultures)
9
Q
Ecological Systems Theory
A
Microsystem – The immediate environment (family, school, peers).
Mesosystem – Interactions between microsystems (e.g., how parents interact with teachers).
Exosystem – Indirect environments that still impact the individual (e.g., a parent’s workplace).
Macrosystem – Cultural and societal influences (e.g., socioeconomic status, laws, customs).
10
Q
Levels of peer affiliation
A
- interactions: prosocial (encourage social engagement), antisocial (discourage social engagement), withdrawn (shyness)
- relationship: development of interactions over time
- groups: arise from sets of relationships
11
Q
Peer relationships
A
Vertical relationships: hierarchal power difference, asymmetric, main function: security, protection, guidance
Horizontal relationships: same power level, symmetrical, main function: cognitive, emotional and social skill learning among equals
12
Q
Developmental trends in peer interactions: childhood
A
- substantial increase in capacity to read other’s minds
- choosy in partners (same minded, usually same sex friends)
- peer group forms important part in life
13
Q
Skills needed for peer interactions
A
- joint attention
- modeling
- emotion regulation
- inhibitory control
- causal understanding
- language
- consolidation of social skills
- context: groups
- capacity for prosocial behaviour increases in childhood
14
Q
Developmental trends in peer interactions: infancy
A
- at 3 months: interest in other babies
- interactive behaviour only at 1.5 yrs
- many unreciprocated approaches
15
Q
Developmental trends in peer interactions: toddlerhood
A
- more frequent and complex interactions
- reciprocal play and turn taking
16
Q
Developmental trends in peer interactions: preschool
A
- symbolic play and verbal skills for communication
- increasing capacity for group play
17
Q
Developmental trends in peer interactions: adolescence
A
- increased interest in other-sex relationships
- peer group as reference group (sense of identity becomes more important)
- definition of peers changes from shared outside activities to shared mindsets and attitudes
18
Q
Nonsocial play
A
- child is in the room playing alone but not paying attention to anyone
19
Q
Parallel play
A
- children are playing next to each other but they are not talking and do not play together
20
Q
Associative play
A
- children are playing the same game, they are interested in eachothers toys but they are not working together, not coordinating
- some interaction, borrow a toy, swap a toy
21
Q
Cooperative play
A
- children are working together to play a game, sharing with one another, following rules and guidelines
22
Q
Pretend play/symbolic play
A
- imaginative pretense, actively experimenting social roles
- share responsibility, solve problems
- increases with level of language
- ## extremely important for social development, fosters friendships
23
Q
Types of relationships
A
- friendships
- peer groups: sense of membership, formulate norms
- clique: small group of friends, sense of belonging
- crowds: larger, reputationally based peer group, cliques that share similar norms, interests and values
24
Q
Friendship
A
- can be differentiated from peer popularity
- not all popular children have good friends
- not all low accepted children are without at least one best friend
- related to empathy
- foster social skills
- quality and perception of friendship more important than quantity
25
Q
Popular, neglected and rejected children
A
- measured through peer nomination: children asked to tell which children are liked and who are disliked, they can also report who they like most and who they like least
- this can help teachers know which children may need more help
26
Q
Functions of friendships
A
- sources of companionship and fun
- allow for skill acquisition
- source of self-knowledge and knowledge of others
- emotional support in face of stress
- forerunners of subsequent relationships
27
Q
Sociometric methods
A
- method to assess whether someone is liked
28
Q
Popular children
A
- nominated as being liked by other children, disliked by view
- physically attractive
- high levels of cooperation
- willing to share
- good leadership qualities
- little aggression
- acceptance is predicted by prosocial behaviour which is why empathy and prosocial behaviour is so important
29
Q
Rejected children
A
- highest number of nominations of dislike
- much disruptive and inappropriate behaviour
- often antisocial
- extremely active
- frequent attempts at social approaches
- much solitary activity
- little cooperative play, unwilling to share
- hostile attribution bias: interpret more situations as negative and blame others for their situation
- can also be divided into aggressive and unaggressive
30
Q
Neglected children
A
- little liked, little disliked
- largely ignored
- shy, unassertive
- little antisocial behaviour
- rarely aggressive, withdraw in the face of others’ aggressive
- but do not fare much worse than average children
- lots of solitary activity, may prefer being alone
- avoid dyadic interaction, more time with larger groups
31
Q
Unaggressive rejected children
A
- fearfulness
- anxiety
- withdrawal
- internalizing behaviour
32
Q
Aggressive rejected children
A
- externalizing behaviour
- hostility
- lack of control
- distractibility
33
Q
Issue of causality
A
- with cross sectional research it is hard to determine whether children with more social characteristics become more popular
- or if children who are excluded develop less social competence because they have less interaction
34
Q
Charactersitics of Loneliness
A
- more emotional problems
- lack of perspective taking skills
- stable: children who are lonely in childhood are often lonely in adolescence
- less altruistic
- less sociable
- fewer educational gains
- disliked children, rejected children are generally most lonely
- children who are bullied are also more lonely
35
Q
Loneliness trajectory
A
- chronic loneliness (high levels of loneliness at all measurement points) predicted: low social skills, depression, aggression and suicidal ideation at 15
- at 5 times loneliness was assessed (at age 7, 9, 11 and 15)
- tried to model trajectories
- trajectories found: chronic loneliness, decreasing loneliness, high increasing loneliness, moderate increasing loneliness, stable and low levels of loneliness (most children)
- measured loneliness using questionnaire data with loneliness and social dissatisfaction questionnaire
36
Q
Ecological systems theory
A
37
Q
Loneliness and bullying
A
- you can be susceptible to feeling lonely
- seek social connection -> sense of safety (evolutionary models
- adverse peer experiences earlier in life (i.e. victimization)
- but also genetics (especially stability in loneliness) but when we see change its due to non shared social environment
- dose-response relationship: the more bullying= the more loneliness
- bullying victimization is associated with loneliness more than concurrent psychopathology, social isolation and genetic risk
- childhood bullying victimization continued to predict loneliness in young adulthood, even in absence of ongoing victimization
