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 Self-Regulation: capacity to monitor, direct, and flexibly adapt one’s behaviors to achieve goals or meet demands of others Key Elements 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-Regulation8-9 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 forth by adults Prosocial Behavior: positive social action performed to benefit others Behaviors/strategies Comforting Sharing Helping Altruism: behavior carried out to help another without expectation of reward Empathy: understanding and sharing the feelings of othersInduction: parental technique that relies on the extensive use of reasoning and explanation, as well as the arousal of empathic feelings, to influence behavior Power Assertion: parental technique that relies on the use of forceful comma Prosocial Behavior and Altruism Factors Influencing Prosocial Behavior Parenting 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 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 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” 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 interactionsFor 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