Exam 3 4 29 14 7 04 PM Self Concept Perception conceptions and values one holds about oneself Categorical Self Self classification in terms of membership in certain groups based on sex age skills what one owns where one lives and who one s friends are Social Comparison Process of defining oneself in relation to the skills attributes and qualities of others Self Esteem One s feelings of worth extent to which an individual senses their attributes and actions as good desired and valued Identity Crisis Period usually during adolescence characterized by considerable uncertainty about the self and the role the individual is to fulfill in society Ethnic Identity The sense of belonging to a particular cultural group Parental Modulation Parents can shape their child s temperamental reactivity and influence interactions with the environment What would be good parenting for a difficult baby child What is good parenting for a slow to warm up or inhibited baby child Parental Modulation of Child Reactivity Parental sensitivity to a child s temperament and interests linked to later aspects of self regulation Ex maternal autonomy support following the child s lead in exploring their environment More autonomy support in toddlerhood BETTER EF in preschool Power Assertion Parental technique that relies on the use of forceful commands physical punishment and removal of material objects privileges to influence behavior Key Elements Self Regulation capacity to monitor direct and flexibly adapt one s behaviors to achieve goals or meet demands of others Delay of Gratification Capacity to wait before performing a tempting activity or attaining some highly desired outcome Effortful Control Ability to suppress undesirable responses for less dominant ones that are considered socially or morally more acceptable Temporal Parietal Junction the development of that area is linked to the development of the self and tied to long term self regulation Self and Self Regulation 8 9 mts Parents regulated infants behavior 12 15 mts Parents control behavior to emphasize safety preservation of property avoid harm to others toddlers show first sign of self regulation 15 18 mts first recognize self in mirror and photos parents co regulation efforts emphasize independence 18 30 mts begins to be capable of delaying gratification 2 5 6 yrs defines self by categorical judgments recognizes agency for physical and cognitive achievements use language to assist in regulation more effective at delay of gratification 6 9 yrs defines self by social comparison recognizes agency for social achievements exercises self regulation through internalized language 10 13 yrs defines self in terms of social roles recognizes contradictory views of self shows a metacognitive understanding of self regulation 13 yrs defines self in terms of principled values begins to accept and resolve contradictory views of self recognizes self within the broader society efforted self control is mentally exhausting Development Morality can babies tell good from bad Conscience a regulatory mechanism involving the ability to feel moral emotions such as guilt and empathy and the tendency to follow rules set Prosocial Behavior positive social action performed to benefit others forth by adults Behaviors strategies Comforting Sharing Helping Altruism behavior carried out to help another without expectation of reward Empathy understanding and sharing the feelings of others Induction parental technique that relies on the extensive use of reasoning and explanation as well as the arousal of empathic feelings to influence Power Assertion parental technique that relies on the use of forceful comma behavior Parenting Prosocial Behavior and Altruism Factors Influencing Prosocial Behavior Induction extensive use of reasoning and explanation Invoke empathic feelings to influence behavior Power assertion use of forceful commands Physical assertion revocation of rights Antisocial behavior behaviors used in opposition to prosocial behavior Behaviors and strategies Lying and cheating Distributing resources unfairly Physical and indirect aggression Instrumental aggression Behavior motivated to obtain an object goal Causes potential real physical harm to another Aka Proactive aggression child or throw it in the trash Kid split it Experimenter sorry we can t split it Kid throw it in the trash Is it because there s an experimenter there Envelope version sneaky extra experimenter Now most responded give it to me Relational Aggression behavior motivated to hurt another s feelings Aka Indirect covert or social aggression Chocolate Bar Experiment should I give the chocolate bar to you the other Development of Fairness younger children are not good at distributing resources fairly when another child is not around Older children socialized for fairness Morality as domain specific knowledge Social conventions behavioral rules that regulate social interactions For example Dress codes Degrees of formality in speech Theories of Moral Development Freud s Theory focuses on affective dimensions of moral development Children internalize the standards of the parent as they progress through the stages of development Conscience a regulatory mechanism involving the ability to feel moral emotions e g guilt and empathy And the tendency to follow rules set forth by adults Social learning theory focuses on the display of moral behaviors Emphasized that rewards and punishment given by adults shape a child s conduct Cognitive developmental theories Piaget s theory Moral Realism moral judgments based on the consequences of an act Immanent Justice young child s belief punishment will inevitably follow a transgression Moral Relativism moral judgments based on a person s intentions Kohlberg s theory of Moral Development Level 1 Preconventional values in external events Stage 1 punishment avoidance Stage 2 getting what you want by trade off Level 2 Conventional performing right roles Stage 3 Meeting expectations of others Stage 4 Fulfilling duties and upholding laws Level 3 Post conventional shared standards rights and duties Stage 5 sense of democracy and relativity of rules Self selection of universal principles Heinz Dilemma smaller children would say no bc it s a crime Older children would say yes bc better than letting someone die Gilligan s Theory Kohl s theory isn t complete Morality of Care and Responsibility tendency to make moral judgments on the basis of concern for others Morality of Justice moral