Term
| What are the three key factors of Social Development? |
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Definition
1. Temperament
2. Attachment
3. Socialisation |
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Term
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Definition
| Biologically based levels of emotional & behavioural response to the environment. It sets us up to our actions and reactions to the world around us. Some of the stability of temperament may arose not from innate predispositions but from early nurturing experiences. |
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Term
| Kagan (2004) believes babies could be in one of two categories: |
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Definition
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Term
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Definition
| Cautious & emotionally reserved. If something changes they are most likely to stay back and watch it from afar. |
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Term
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Definition
| Sociable, affectively spontaneous. When something new comes in they will crawl straight to it. |
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Term
| Measuring Temperament in the Womb |
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Definition
- Temperament can be detected in the womb by looking at rates of kicking
- Those who are shy and anxious usually have a higher kicking rate |
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Term
| Measuring Temperament right after birth |
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Definition
| Look at their movement rate, sucking rates etc. |
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Term
| Temperament at early childhood |
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Definition
- Evidence of stability of temperament across early childhood.
- Influences your social ability which then influences biological ability
- Children at extreme ends of scale may become less extreme.
- Rarely switch from one extreme to the other.
- Infant temperament sets stage for later social development.
- Usually those that are very bold tend to come a bit less bold due to socialisation factors
- Tend to stay either ‘bold’ or ‘shy’ but can more a bit to the other personality |
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Term
| Temperament effect at an older age |
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Definition
| - Whether you are born shy or bold does not generally say who you will be in the future, but does show indications of social skills |
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Term
| Weakness of conducting a home based temperament study? |
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Definition
- We rely on the parents on the parent’s interpretation of their child’s behaviour, which may be faulty due to bias.
- Parents might encourage the behaviour they want and reflect themselves in their child’s behaviour so the way they interpret can be based on what they think is right
- Different parenting styles would affect different infants: More relaxed parent could encourage a more risk and brave kid and a parent who is more reserved may influence child to also be shier and less risk taker |
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Term
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Definition
| An emotional bond that leads to a person to want to be with someone else and to miss him or her when separated. |
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Term
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Definition
- Relationship must develop through time and enduring acts
- Intense, enduring social – emotional relationship
- Right from the moment you are born, attachment begins to develop (takes time to develop)
- Child forms relationship with their Mother / Father / Caregiver
- This ensures survival (evolutionary wise) |
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Term
| Bowlby’s theory of Attachment |
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Definition
| Infants and adults biologically predisposed to form attachments = parent has a biological love and attachment to their child, via versa |
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Term
| Bowlby’s theory of Attachment findings |
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Definition
- Infants prefer the smell and sound of their mother, and are calmer when their mother is near by
- During the first four months, if needs are based by new person (someone who is not their parent), the infants will accept the substitute and bond when them quiet quickly
- At 6 to 8 months, If the attachment with their parents has already occurred, it will take longer to become attached to a new person who provides their needs but can occur
- Attachment still occurs in a relationship that is abusive or negative because that is all they know
- Creates a lifelong schema for social relationships.
- Children who create a secure attachment with their parent will most likely have good relationships in the future |
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Term
| What is separation anxiety? |
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Definition
| - signs of distress and crying when they cannot see their parent around them and decreases when parent comes back to their view |
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Term
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Definition
- 1970's
- Was interested on whether there was a difference between attachment to dad and mum.
- Attachment studied at length using measures like the “Strange Situation Test”.
- It would be unethical to scare a child so what they did was set up a strange room, strange situation and a strange test |
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Term
| How was Ainsworth's (1970's) “Strange Situation” run? |
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Definition
| Typically involves infant (usually around 12-18 months) and mother (or other caregiver) being taken into room and left there for a couple of minutes together, then would record the reaction of infant when mother leaves child with stranger and look around the toys in the room. When mother returns |
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Term
| Ainsworth (1970's) “Strange Situation” findings |
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Definition
- If child was ‘bold’ they would walk up to the stranger and start talking to them and engage with them
- If child was ‘shy’, would start crying |
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Term
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Definition
1. Secure attachment
2. Avoidant Attachment
3. Resistant attachment
4. Disorganised / Disoriented attachment |
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Term
| Secure Attachment findings |
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Definition
60-70% of American Babies
Is evident when babies venture away from their mother, are upset when she leaves and are not well comforted by a stranger, but calm down quickly when the mother returns |
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Term
| Avoidant Attachment findings |
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Definition
15-20%
Is evident when babies do not seem to care very much whether the mother is present or absent and are equally comfortable with her or a stranger; when she returns, they do not immediately gravitate to her |
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Term
| Resistant Attachment findings |
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Definition
10-15%
Is evident when babies do not use the mother as a base of operations but, rather, stay close to her and become angry when she leaves; some of these babies may go as far as to hit the mother when she returns, and they do not calm down easily thereafter |
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Term
| Disorganised / disoriented attachment findings |
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Definition
5-10%
Is evident when the babies become depressed and have periods of unresponsiveness along with sports of sudden emotion at the end of the procedure. |
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Term
| Ainsworth (1970's) Mother vs Father attachment findings |
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Definition
- Children tend to make connections for each parent for different things, e.g. would go to mum when they need ‘care’ but attach to dad when they are in the mood for fun
- Where used to the father leaving to work, but would react when the mother disappears as they are used to the mum being there and looking after them
- More distress the mother’s departure and more enthusiasm at the mother’s return vs. Less distress at dad’s departure and less enthusiasm at father’s return |
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Term
| Ainsworth (1970's) “Strange Situation” study critiques |
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Definition
- Was assessed in a completely new environment which may cause different reactions than if it was assessed at home
- Infant attachment has predictive validity in early childhood (first 3 and a half years of age), less validity in Adulthood as this is more influenced by experiences occurring during their lifetime |
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Term
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Definition
- 1905 – 1981
- American psychologist
- Wanted to look at how does attachment form and what happens if we separate attachment |
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Term
| How did Harlow set out his Monkeys experiment? |
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Definition
- Harlow separated Macaque monkeys from mother at birth and was raised in lab.
- Provided two artificial mothers: One made of wire that provided food, and the other made out of comforting terry cloth.
- Other varieties |
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Term
| Harlow's findings When Monkey was Provided Both Mothers |
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Definition
- Babies nestled to terry cloth mother spent little time with wire mother even when it provided milk.
- Experiments by Harlow using monkeys showed that comforting texture is more important than history of providing food when infants are startled. |
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Term
| Harlow's Infant Monkey experiment vs Human Infants |
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Definition
- May differ between monkeys and humans as monkeys have to cling to a mother in order to survive but does not occur with humans
- Human babies will still cling on to their mother but more for comforting rather than survival
- Support idea that we form attachments due to the comfort of the mother instead of the feeding |
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Term
| Harlow's findings When Monkey Was Frightened |
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Definition
-It ran to the terry cloth mother.
- If there was only the wire monkey, it would not run up to it and it would cower by itself |
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Term
| Harlow's Findings when Monkey was not provided with any mother |
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Definition
- Kept it isolated for the monkey’s first year of their life
- Monkeys that had been deprived of mothers in this experiment had trouble forming normal social and sexual relationships in adulthood.
- Monkeys had a lot of trouble socialising with other monkeys
- Didn’t have sexual relationships with other monkeys, did not know how to have sex with another money
- When they were put together with infant monkeys they attacked the babies |
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Term
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Definition
Lifelong process through which an individual acquires:
• Behaviour patterns
• Values
• Standards
• Skills
• Attitudes
• Motives |
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Term
| Three processes of Socialisation development |
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Definition
1. Reinforcement and punishment
2. Observation and modelling
3. Cognitive development |
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Term
| Reinforcement and punishment explanation (B F Skinner) |
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Definition
- Basic principles of reinforcement
- Looking at how punishment and reinforcement can shape our behaviour
- Behaviour which leads to a successful outcome (“reinforcement”) is likely to be repeated, behaviour which is punished should decrease
- Usually more effective to reinforce stopping bad behaviour rather than punishing the bad behaviour
- Intermitted and different size reinforcements is more effective than continuous
- Punishments don’t generally stop the bad behaviour, but instead moves that behaviour to a time or way so that you won’t get caught. |
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Term
| Social Learning Approaches (Albert Bandura) |
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Definition
We learn from those around us, we observe others - Acknowledges roles of rewards and punishments in shaping behaviour of individual, but especially concerned with learning by imitation (“modelling”).
- Clear that humans (and in some clearly demonstrated instances, non-humans) can learn by observing the behaviour of others.
- Modelling starts around the age of two
- Grasped the basics that rewards are good and punishments are not, and then are able to see that if they copy a behaviour if they will receive a reward or be punished
- To be able to engage in modelling you need to be aware of yourself as an active agent, that you can produce a certain outcome.
E.g. eating ice cream by mixing it enough so that it became a slushy |
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Term
| What are the Parameters of modelling? |
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Definition
- Attention – Being able to pay attention to a certain event
- Retention – Being able to picture the event in your head
- Motivation – The want to perform that event
- Potential ability – Have the cognitive and physical ability to follow through with it |
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Term
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Definition
Emphasis the role of understanding interpersonal thought and action. We know what it is like to get rewarded or punished, and we link this to when another person is being rewarded/punished.
- Step up from Social learning
- Children know some things are bad or good, children can comprehend how they should relate to others and how to act.
- Builds an observational learning – view social development as dependent on cognitive development. Have to have the brain development to connect these observations. |
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Term
| Socialisation - Other factors |
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Definition
- Various processes are not mutually exclusive; rather they interact and combine in potentially complex ways.
- Reciprocity in social learning – children also influence those from whom they learn.
- Children’s temperaments and parents behaviours influence each other. |
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Term
| Effect of other than parents on Socialisation |
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Definition
- Children’s temperaments and parents behaviours influence each other.
- Parents aren’t the child’s only influence – they are also influenced by siblings, other carers, peer groups etc.
- Siblings may have differences about how the two learned due to different. temperaments styles and how people reacted to the person |
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