PSYB20 Week 11: Social Development PDF

Week 11: Social Development PSYB20- Week 11 Dr. McPhee 1 Learning Outcomes By the end of class, students should be able to… Understand the development of the ‘self’: Examine the development of self-concept and self-recognition. Discuss self-estee...

Week 11: Social Development PSYB20- Week 11 Dr. McPhee 1 Learning Outcomes By the end of class, students should be able to… Understand the development of the ‘self’: Examine the development of self-concept and self-recognition. Discuss self-esteem and the factors that influence it. Explain the development of achievement motivation. Examine how we understand ‘others’: Review how we understand others’ goals and beliefs. Understand how children describe, understand and evaluate others across early childhood. Explain how children understand and identify third-party social affiliations. 2 Understanding the ‘Self’ 3  Developing a Sense of Self: Distinguishing Ourselves from the Environment Self-Concept: One’s perceptions of one’s unique attributes or traits. When do we develop a sense of self? Starts when infants realize that their bodies are separate from the environment. Birth: The sense of self is rudimentary. 1- to 2-months-old: Babies exercise their reflexive schemes and repeat pleasurable acts centered on their own bodies. 2-month-olds: Have a limited sense of personal agency (the recognition that one can be the cause of an event). 2- to 4-month-olds: Infants realize they can control objects in their environment (corresponds with Piaget’s secondary circular reactions stage). 7- or 8-months-old: Infants understand that “mom” is a separate entity (corresponds to onset of separation anxiety) 4 Copyright © 2020 by Nelson Education Ltd.  Self-Recognition Self-recognition is a complex component of self-concept. Typically, self-recognition is measured using the Mirror Task (aka Rouge Test). In the Mirror Task, a smudge is placed on the baby’s cheek before the baby is placed in front of the mirror. The experimenter examines whether or not the baby knows it is them in the mirror, or whether they think it is another baby. 5 Copyright © 2020 by Nelson Education Ltd.  Self-Recognition YouTube Link: https://www.youtube.com/watch?v=vJFo3trMuD8&t=78s 6 Play at 1.17 minutes until 4.36 minutes  Self-Recognition in Infancy: Mirror Task Research By 18-20 months, there is a substantial increase in the proportion of participants who recognized themselves in the mirror? Why? This time period corresponds to the end of Piaget’s sensorimotor period, when Piaget % of Children Touching Face believed that children are now symbolic thinkers. Now, children are able to understand that they are seeing an image of themselves represented in the mirror. This time period also corresponds to the development of complex emotions (that require a sense of self). Therefore, self-concept develops early in development while self-recognition is a complex form of self-concept that is displayed by 21-24 months. Copyright © 2020 by Nelson Education Ltd. 7 What accounts for individual differences in self-recognition? Are differences due to experience with mirrors? Socialization? Language development? Experience with mirrors may not matter! Children who had no experience with mirrors (i.e., from a Nomadic tribe in Africa) reached self-recognition at the same age as those who had frequent experience with mirrors. Research has found cultural differences in displays of self-recognition! Another type of task to examine self-recognition is the “Body as an Obstacle Task”. If a child wants to play with a grocery cart (that has a An example of stimuli used in the “Body as an blanket connected to it), they will likely stand on the Obstacle Task”. There is a grocery cart and a blanket and impede their goal of pushing it. blanket that is connected to its base. If the infant has self-recognition, they will be aware of how their own body is obscuring their goal, and move the blanket out of the way so their goal is not impeded. 8 Copyright © 2020 by Nelson Education Ltd. Ross et al. (2017)  What accounts for individual differences in self-recognition? Participants: Three groups of 15- to 18-month-old infants from three different nationalities (Scottish, Turkish, Zambian). Task: Participated in two tasks: the Mirror Self- Recognition task and the Body-as-Obstacle task. Results: What were the results for the Scottish infants? What were the results for the Turkish infants? What were the results for the Zambian infants? Conclusions: Success in the Mirror Self-Recognition test differed from success in the Body-as-Obstacle task as a 9 function of culture. Copyright © 2020 by Nelson Education Ltd. Ross et al. (2017) Self-Concept in Early Childhood Early Childhood: 3- to 5-years-old. Children tend to describe themselves by the categorical self (classification along social dimensions, such as age, sex, race). Children rely on long-lasting, observable features to describe themselves. “I am big.” “I am fast.” Children describe themselves based on concrete things like preferences and possessions. “I have a blue bicycle.” Children’s descriptions may be unrealistically positive. 10 Copyright © 2020 by Nelson Education Ltd.  Self- Concept in Middle to Late Childhood Middle to Late Childhood: 5-years of age and older. The descriptions of the self shift to include more internal characters, such as emotions. – “Sometimes I feel…” There are more social comparisons happening compared to early childhood. – “The best speller.” Descriptions of the self may be in reference to social groups. – “I’m on the soccer team!” 11 Copyright © 2020 by Nelson Education Ltd.  Self- Concept in Adolescence Adolescence: 11- to 18-years-old. Self-descriptions become increasingly abstract. Adolescents seem to be highly self- conscious (party due to the imaginary audience). Pre-occupation with self-understanding (aka adolescent egocentrism). Adolescents display an increased ability to distinguish between actual and ideal selves. 12 Copyright © 2020 by Nelson Education Ltd.  Concept Check #1. Anita just looked in the mirror and sees a smudge of dirt on the cheek of the child staring back at her in the reflection. If Anita is 8-months-old, what is her most likely reaction? a. She will rub at the smudge on her own cheek. b. She will not rub at the smudge on her own cheek. c. She will crawl away from the mirror. d. She will look to her mother for guidance. e. She will rub at the smudge on the mirror. 13 Copyright © 2020 by Nelson Education Ltd.  Self-Esteem Self-Esteem: one’s evaluation of one’s worth as a person. Based on assessment of qualities identified in self-concept. Harter proposed the Hierarchical Model of Childhood Self-Esteem. 4- to 7-year-olds might have an inflated sense of self due to positive evaluations in all domains. 8-year-olds’ evaluations of own competency are more closely aligned with other people’s evaluations of them. Self-Worth Contingency: domain on which individuals base their self-esteem (Crocker & Wolfe, 2001). 14 Copyright © 2020 by Nelson Education Ltd.  Development of Achievement Motivation What is achievement motivation? It is the willingness to strive to succeed at challenging tasks and to meet high standards of accomplishment. Beginning in infancy, humans are motivated to master their environments. Mastery Motive: inborn motive to explore, understand and control our environment. 15 Copyright © 2020 by Nelson Education Ltd.  Achievement Motivation During Early Childhood 1. Joy in Mastery (Infancy to Age 2): Infants are pleased to master challenges, but don’t need recognition for their achievements. They are guided by a mastery motive. 2. Approval-Seeking (Age 2): Toddlers seek recognition when they master challenges and expect disapproval when they fail. 3. Use of Standards (Age 3 and Older): Children can use standards to independently evaluate their successes and failures which they react to with pride and shame. Stipek et al. (1992). 16 Copyright © 2020 by Nelson Education Ltd.  Achievement Motivation During Middle Childhood Influences on Mastery Motivation and Achievement in the Home: 1. Attachment Quality: Securely attached infants seem to be more eager to apply their competencies to new challenges. 2. Stimulation in Home Environment: Stimulating environments are correlated with better school performance. Intrinsic orientation to achievement: a desire to seek out and master challenges to satisfy personal needs for competency or mastery. 3. Authoritative Parenting Style: This parenting style provides guidance and control, while permitting independence or autonomy, leading to high achievement motivation in children. Peers: May promote or undermine parental efforts to encourage children to obtain academic achievement. Culture: For example, how are views on academic achievement different in America versus China? 17 Copyright © 2020 by Nelson Education Ltd.  Development of Achievement Attributions To what do children attribute success and failure? Achievement attributions: Causal explanations to explain success and failure. Locus of Causality Internal External Stable Ability Task difficulty Stability of Attribution Unstable Effort Luck Weiner (1974, 1986). 18 Copyright © 2020 by Nelson Education Ltd.  Development of Achievement Attributions Expectancy-Value Theory (EVT) Children’s choice, persistence, and performance are predicted by: 1. Expectancy of success. 2. Valuation of activity. Model also includes contextual features such as previous experiences of achievement. 19 Copyright © 2020 by Nelson Education Ltd.  How do children view ability? How do children view ability? Move from an incremental view (growth mindset) of ability to an entity view (fixed mindset) of ability. Before age 7, tend to have a growth mindset. By 8- to 12-years-old, children distinguish effort from ability. They shift to an entity view of ability. Why? 20 Copyright © 2020 by Nelson Education Ltd.  Dweck’s Learned-Helplessness Theory Mastery Orientation Learned-Helplessness Orientation 21 Copyright © 2020 by Nelson Education Ltd. Concept Check #2. On average, mirror self-recognition typically emerges at the same age, regardless of culture. What does this imply about self-recognition? a. It develops due to non- egocentric thought. b. It develops through experience with mirrors as objects. c. It develops from learning the affordances of mirrors. d. It develops due to maturational processes. e. None of the above. 22 Copyright © 2020 by Nelson Education Ltd. Concept Check #3. Olivia raced her friends to the playground and declared, “I’m faster than you!” Based on our lecture, what is the minimum age that Olivia can be? a. 2-years-old b. 3-years-old c. 7-years-old d. 12-years-old e. 18-years-old 23 Copyright © 2020 by Nelson Education Ltd. Learning Outcomes By the end of class, students should be able to… ✓ Understand the development of the ‘self’: Examine the development of self-concept and self-recognition. Discuss self-esteem and the factors that influence it. Explain the development of achievement motivation. Examine how we understand ‘others’: Review how we understand others’ goals and beliefs. Understand how children describe, understand and evaluate others across early childhood. Explain how children understand and identify third-party social affiliations. 24  Upcoming Reminders Please complete course evaluation. Science Blog Assignment- Part 2: Due Monday, December 2nd by 11:59 pm Make-Up Exam for Term Test #2: Tuesday, December 3rd from 9:00 am – 11:30 am in SW309. Opportunity to Review Term Test #2: Tuesday, December 3rd from 1:00 pm – 5:00 pm and on Tuesday, December 10th from 11:00 am – 2:00 pm in HW507A. Please sign-up for a timeslot on Quercus. 25  Upcoming Reminders Final Exam: Thursday, December 12th from 9 am – 12 pm Duration: 3 Hours in Duration Location: HL170 Format: 90 Multiple Choice Questions Covers Lectures & Readings from Weeks 1 to 12 More Questions on Lectures & Readings for Weeks 11 & 12 For Weeks 1-10, Focus on Lecture Content Please complete survey on Quercus about the dates and times you would like the review sessions for the final exam to be held. Please complete by Friday, November 29th at 5 pm. 26