1. HD 4: Chapter 12 Social and Behavioral Socialization Outcomes

2. Self-regulation The ability to regulate impulses, behavior, and/or emotions until an appropriate time, place or object is available for expression.

3. Self-regulation An aim of socialization. Can be observed as early as age 2 and increases with age. When children have self-regulatory difficulties, it may be a conduct disorder, ADD, ADHD or depression. Temperament and parenting practices also influence the development of self- regulation.

4. Behavior Anti-social: Harms other people, such as aggression, violence, and crime. Observable by age 4 or 5. Pro-social: Benefits other people, such as altruism, sharing and cooperation. Altruistic behavior can appear by age 2 and shows consistency over time.

5. Altruistic Behavior ( pg 519) The Whitings found that the cultural variable most closely associated with altruistic behavior was the extent to which children in the various cultures were given the responsibility to perform household tasks or chores related to the family’s economic security.

6. How Can We Turn Antisocial Behavior Around? (pg 507) Identify young children who are both antisocial and unskilled in peer interactions. Provide social skills training and academic remediation Provide parents with parenting training.

7. Aggression Aggression in childhood, especially hostile aggression, often forecasts later maladaptive outcomes, such as delinquency and criminality. Some evidence exists with a genetic link to aggressive behavior. Coercive, hostile parenting is related to children’s aggression. Can be a response to frustration.

8. Aggression (pg 505) Can be a result of peer group pressure. If one’s peer group sanctions aggression, one is more likely to exhibit aggressive behavior. When people are anonymous, they are more likely to be aggressive. (Halloween experiment/1300 children)

9. The Milgram Experiment (pg 506) In 1963, this experiment focused on the conflict between obedience to authority and personal conscience. Told to inflict shocks on other subjects when they gave a wrong answer. Some teachers quit or refused to do this. However, 65% inflicted the maximum level of shock possible.

10. Theories for Aggression Biologically influenced Learned Impulsive response to frustration Result of social cognitive factors such as peer pressure Socialized by interacting ecological factors

11. The Bandura Study ( pg 502) A group of preschool children watched a film of a woman hitting a Bobo doll (5 foot inflated clown) while another group watched a model play with Tinkertoys. After watching the models, the children were left alone with the toys. Those that watched the aggressive behavior acted more aggressively than the others.

12. Bandura Study (pg 502) Children learn through a series of experiences when it is appropriate to act aggressively without disapproval or punishment. Children identify with role models (peers, parents, and adults) and imitate behavior.

13. Another Bandura Study (pg 503) Children were exposed to one of the three conditions: 1. A successful aggressive model enjoying victory 2. An aggressive model severely punished by the victim 3. No film at all

14. What happened? The children that saw the aggressive model rewarded for aggressive behavior exhibited more aggression than those who were in the other situations. Responses that are rewarded tend to occur more frequently and is more likely to be repeated.

15. What about television violence and aggressive behavior? It can depend on the alternative behaviors that the child uses (EX: verbalization) It can depend on whether the violence is believed to be real or not

16. What about television violence and aggressive behavior? It can depend on whether the child identifies with the TV character It can depend on whether the parent watches and discusses it with the child It can depend on whether the aggressive acts were viewed punished or rewarded

17. Imitation of Models Whether or not models will be imitated depends on their perceived status. Characteristics of the observer can influence the incidence of imitation. Imitation will also depend on whether the aggressive model was rewarded or punished.

18. What do children need to behave? The cognitive maturity to understand their ability to control their actions. The language development to understand directives. The memory capabilities to store and retrieve instructions.

19. What Can Be Done to Inhibit Aggressiveness in Young Children? 510 Organize the environment to minimize conflicts. Set standards and stick to them with consequences for noncompliance. Stop aggression immediately. Give children alternative ways of solving problems. Anticipate possible situations.

20. What Can Be Done to Inhibit Aggressiveness in Young Children? 510 Provide opportunities for cooperative activities. Foster helpfulness and cooperation. Be a positive role model. Discuss rules and the reasons for them. Reward prosocial behavior.

21. Vgotsky (1978) and Behavior He believed that children couldn’t control behavior until they could incorporate adult cultural standards, expressed through communication, into their own speech.

22. Mischel He studied how children delay gratification by using inner speech. Children used strategies to delay immediate gratification.

23. Moral Development People’s moral codes differ. Morality is developmental. As children mature and develop, their morality changes. One’s moral code develops through social interaction in society.

24. Moral Reasoning Individuals exposed to many socializing agents are more likely to achieve a higher level of moral reasoning than those exposed to only a few socializing agents.

25. Kohlberg’s Theory ( pg 523) In 1976, he developed a theory after 20 years of interviewing children, teens, and adults in different cultures. He presented subjects with stories involving moral dilemmas and questioned them. Six stages of moral development based on the reasoning.

26. The Development of Gender Roles Refers to the qualities an individual understands to characterize males and females in his or her culture. Children behave in “gender-appropriate” ways because they are reinforced or punished by agents of socialization. Classification into gender roles begins at birth. Gender labeling occurs about age 2-3. It is fairly rigid by age 7.

27. Kohlberg’s Theory of Moral Development (524) Begin at about age 6 through adulthood. The stages of moral reasoning are the same for all people and cultures. Individuals progress from one stage to the next. Changing stages is gradual and results from social experiences. Some move more rapidly through the stages.

28. FACT Only 25% of U.S. adults were found to reason at stage 5

29. Guess What??? You have finished taking notes for HD 4!

30. Now you are ready to do well on the exam!