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Social and Behavioral Socialization Outcomes - Coggle Diagram

- - - - Piaget's Theory - young children have heteronomous morality (rules absolute, cannot change), older children develop autonomous morality (agreed upon rule that can be changed)
      - Kohlberg's Stages of Moral Development - Influenced by Piaget's work, he came up w/ 6 stages involving Preconventional, Conventional, and Postconventional levels of moral reasoning. It has been criticized for a loose link to moral behavior, inadequate interviewing techniques, cultural bias, and gender bias, but still holds up because it is agreed that moral reasoning develops in stages.
    - - Situational Contexts - Judgment of the situation, age of child, cultural orientation
      - Individual contexts - temperament, self-control, self-esteem, intelligence and education.
      - Social Interaction - Emotions have a bigger influence than reason. The "dictator game" is a tool used to measure levels of altruism in children.
  - - - Family - mothers and fathers both treat sons and daughters differently, fathers are more influential as gender-role socialization agents, mothers tend to treat both sexes more equally promoting girl things and deterring from masculine things. Fathers engage in more physical play, mothers more nurturing which makes her more sensitive to individual needs, when mom employed out of the home father takes on a few more non-traditional tasks and that influences children's attitudes on gender roles, children of gays/lesbians also exhibit conventional gender norms.
      - Peers - become more influential as children grow. Sex segregation begins in Pre-K years and intensifies during school years creating differing environments for boys and girls. Boy play more complex in size of group, role differentiation, player interdependence, explicitness of rules, and team formation. Athletic participation of girls seems to enhance body image and status in relationships with boys
      - School - In the 1950s schools were purposely gender segregated, that was outlawed in 1972, but teachers still inadvertently treat boys and girls different and hold them to different expectations of conduct.
      - Community - influences attitudes of appropriate gender role behaviors at cultural, religious, and socioeconomic levels. As does the rigidity and flexibility of the stereotyping. In spite of efforts to break down gender barriers, there are still disparities of gender in various career fields.
      - Mass Media - screen media, print media, audio media, interactive, and multimedia, all portray characters in various stereotypical and sexualized ways, in spite of advances in creating non-stereotypical roles and appearances, there is still a limitation in roles and behaviors portrayed.
  - - - Social Cognitive - learning theory shows bad may be rewarded/reinforced, and informational processing theory shows perception and interpretation of events may encourage aggression.
      - Sociocultural - peer pressure and community social contagions (gangs, rioters, mobs, etc...) can encourage aggression
      - Biological - evolution, genetics, and neuroscience show evidence of dispositions for aggression
      - Ecological - complex variables involving the child, family, school, peers, media, and community influences determine levels of aggression.
    - - Cognitive Developmental - Perspective taking enhances empathy and assistance, moral reasoning affected by self or others orientations.
      - Social Interactional - communication style of moralizing and explaining prohibitions and warm, nurturing parenting enhance
      - Social Cognitive - Learning theory shows observation, instruction, and doing all encourage altruism.
      - Sociocultural - societies vary greatly in types and expectations for prosocial behavior. Collectivistic motives out of duty/obligation, Individualistic because it is "right" to do. More rural, traditional, agricultural areas have more altruism because of task nature, modern urban less because taught punishments for some of the same behaviors.
      - Biological - drives reproduce and survive (the id) encourage development of altruism, inhibited by damage to ventromedial region of brain, plays somewhere between 34-53% influence on altruistic ability