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Lesson 12 (Emotional & Cognitive Socialization Outcomes (11-11…

- - - - one’s history of success or failure
        
        one’s perception of how dififcult the task is
        
        the attributions for one’s performance.
  - - - internal locus of control perception that one is responsible for one’s own fate
      - external locus of control perception that others or outside forces are responsible for one’s fate
  - - - intrinsic (doing an activity for inherent satisfaction or enjoyment) : Within-person changes result from cognitive or emotional maturation, such as becoming more curious as one is able to learn more and becoming more competent as one is able to master more.
      - extrinsic (doing an activity to attain some separable outcome, to get a reward or avoid punishment): Socially mediated changes result from contexts children experience as they grow, such as family, school, or peer group, and the accompanying feelings of autonomy or control
      - home and classroom environments can “facilitate or forestall” intrinsic motivation by “supporting or thwarting” a child’s psychological needs for competence and autonomy
    - - internal if one attributes responsibility inside the self
      - external: if one attributes responsibility to forces outside the self
  - - - study involved 7- and 8-year-old children and their parents in asian and Western cultures.
  - - - Increased positive intercultural contact. Children worked in interethnic teams at an interesting puzzle and were all praised for their work.
        
        Vicarious intercultural contact. Children heard an interesting story about a sympathetic and resourceful african american child.
        
        Perceptual differentiation. Children were shown slides of a culturally diverse woman whose appearance varied depending on whether or not she was wearing glasses, which of two different hairdos she was wearing, and whether she was smiling or frowning. each different-appearing face had a name, and the children were tested to see how well they remembered the names.
    - - 67% of the attitude effects were positive
  - - - empowerment (enabling individuals to have control over resources affecting them
  - - - awareness—being alert to, seeing, noticing, and understanding differences among people even though they may never have been described or talked about. Children model behavior they observe in adults they look up to.
        
        identification—naming, labeling, and classifying people based on physical characteristics that children notice. Verbal identification relieves the stress that comes from being aware of or confused by something that you can’t describe or no one else is talking about. Identification is the child’s attempt to break the adult silence and make sense of the world. Children mimic what they see, hear, and read about.
        
        attitude—having thoughts and feelings that become an inclination or opinion toward another person and their way of living in the world. Children may displace their feelings onto others who are less powerful.
        
        Preference—valuing, favoring, and giving priority to one physical attribute, person, or lifestyle over another, usually based on similarities and differences. Children understand the world from the perspective of their own experience.
        
        Prejudice—holding a preconceived hostile attitude, opinion, feeling, or action against a person, ethnic group, or their lifestyle without knowing them. Children generalize their personal experiences to the world.
    - - Phase I—awareness of cultural differences, beginning at about age 2½ to 3
        
        Phase II—orientation toward specific culturally related words and concepts, beginning at about age 4
        
        Phase III—attitudes toward various cultural groups, beginning at about age 7
  - - - incompetent
      - competent
  - - - warm - strict - democratic
    - - self-esteem is well established by middle childhood.
    - - Significance—the way one perceives she is loved and cared about by significant others
        
        Competence—the way one performs tasks one considers important.
        
        Virtue—how well one attains moral and ethical standards.
        
        Power—the extent to which one has control or influence over one’s life and that of others
  - - - a conceptual discussion might discuss emigration and freedom of religion
      - a values discussion might address questions like these: What is so important to you that if it were taken away, you would leave your country? if you left, what would you take with you?
      - factual discussion might explore dates and event
    - - 10 commandments