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Ch. 12 Social and Behavioral Socialization Outcomes pg. 450-495 (12.3…
Ch. 12 Social and Behavioral Socialization Outcomes pg. 450-495
12.1 Self-Regulation of Behavior pg. 453
Self-Regulation: the ability to regulate or control one's impulses, behavior, and/or emotions until an appropriate time, place, or object is available for expression
one of the aims of socialization, delay gratification, related to inhibiting antisocial or aggressive behaviors and exhibiting proscoial or altruistic ones
children need to have cognitive maturity, language development, memory capabilities, and concept of the future
parenting influences the development of self-regulation
teaching strategies play important role in regulating thing and behavior
Antisocial Behavior: any behavior that harms other people, such as aggression, violence, and crime
Prosocial Behavior: any behavior that benefits other people, such as altruism, sharing, and cooperation
Aggression: unprovoked attack, fight, or quarrel
Altruism: voluntary actions that are intended to help or benefit another person or group of people without the actor's anticipation of external rewards
12.2 Antisocial Behavior: Aggression pg.455
12.2a Biological Theories
evolution, genetics, and neuroscience
genetics basis for individual levels of aggression, hormone levels
neuroscience abnormal brain activity in specific regions including amygdala and medial temporal lobe
12.2b Social Cognitive Theories
Information Processing: the way an individual attends to, perceives, interprets, remembers, and acts on events or situations
Learning theory: that actions are contingent on consequences-behavior that is reinforced will be repeated; behavior that is not reinforced will cease
Children may learn from the consequences they receive and the consequences of others
12.c Sociocultural Theories
explains how people are influenced by the attitudes, values, and behavior of those around them
Peer pressure, community each contribute to the influence of people, community also provides the restraining forces
12.2d Ecological Theories
antisocial behavior appears to develop early and continues into adulthood
12.3 Proscocial Behavior: Altruism pg. 462
Table 12.1 Summary of Variables Contributing to Antisocial Behavior pg 462
12.3a Biological Theories
altruistic behavior is adaptive survival trait, id, ego, superego
promotes genetic fitness of another at the expense of one's own fitness
12.3b Social Congintive Theories
learned theory is children learn aultricstic behavior by instruction, learning and doing, direct reinforcement or vicarious reinforcement
observing and imitating a model has shown to encourage observers to behave similarly
12.3c Cognitive Developmental Theories
perspective-taking foster prosocial behavior
moral reasoning the ability to take others' perspectives and understand consequences of behavior
12.4d Social Interactional Theories
moralizing and prohibitions (with explanations) created an atmosphere where the child had high altruism
12.3e Sociocultural Theories
Table 12.2
Table 12.2 Summary of Variables Contributing to Prosocial Behavior pg. 470
Children's ability to take perspective of others increases as they get older
12.4 Morals and Morality pg. 471
evaluation of what is right and what is wrong, acceptance of rules that governs one's behavior
children construct moral concepts according to their cognitive and emotional development from social interactions
12.5 Moral Development pg. 471
12.5b Kohlberg's Theory
Table 12.3 Stages of Moral Development pg. 473
Preconventional Level: Kohlberg's stages of moral reasoning in which the individual considers and weighs the personal consequences of the behavior
Conventional Level: Kohlberg's stages of moral reasoning in which the individual can look beyond personal consequences and consider others' perspectives
Postconcentional level: Kohlberg's stages of moral reasoning in which the individual considers and weighs the values behind various consequences from various points of view
Table 12.4 Types of Moral Judgments Made in Heinz's Dilemma
Justice Moral Perspective: emphasizes the rights of the individual; when individual rights conflict, equitable rules of justice must prevail
Care Moral Perspective: vies people in terms of their contentedness with others; others' welfare is intrinsically connected to one's own
12.a Piaget's Theory
Heteronomous Morality: Piaget's stage of moral development in which children think of rules as moral absolutes that cannot be changed
Autonomous Morality: Piaget's stage of moral development in which children realize that rules are arbitrary agreements that can be changed by those who have to follow them
12.6 Influences on Moral Development pg.479
12.6a Situational Contexts
often influences actual behavior, cognitive factors involve judgement of the situation, age of child, and cultural orientation
moral situation involves other people's rights or welfare
conventional situation involves rules for appropriate behavior in a social group
12.6b Individual Contexts (Personal Characteristics)
temperament, innate characteristics that determine sensitivity to various experiences and responsiveness to patterns of social interaction
self-control, the ability to regulate impulses, behavior, and/or emotions
Self-esteem, what is the extent to which an individual needs approval from others, the need for approval from oneself was positively related to the level of moral behavior
12.6c Social Interaction
moral code may develop through social interaction; discussion, debate, perspective-taking, and consensus
emotions:related to morality might be important causes of strong reciprocal behavior and the willingness to sacrifice one's own resources for others
moral development is socially constructed, individual's scheme of personal and societal values that include a coordination of emotions
12.7 Gender Roles and Sex Typing pg.482
qualities individuals understand to characterize males and females in their culture
12.8 Development of Gender Roles pg.483
Sex Typing: classification into gender roles based on biological sex
12.8a Theories of Gender-Role Development
Psychoanalytic Theory: feel like a male or female, gender identification occurs sometime around 3-5 years
Social Cognitive Theory: how one becomes to behave as a male or female
Cognitive Developmental Theory: how one comes to reason about oneself as a male or female, on basis of their observations and interactions
Gender Schema Theory:how one comes to process information about oneself as a male or female, self concept is associated with the degree to which children perceive themselves as congruent with their schema of male or female
begins at birth