211 - W07 - Social Development (Part 2) PDF

Housekeeping View your test tomorrow from 12:30-2pm in PAS 2438 Also tomorrow: “Get the Grad School Scoop” Panel event 3-4pm Psychology Society mixer from 4-5pm (I’ll be there!) iClicker Reminder iClicker participation can account for 15% of your grade (marking scheme 3),...

Housekeeping View your test tomorrow from 12:30-2pm in PAS 2438 Also tomorrow: “Get the Grad School Scoop” Panel event 3-4pm Psychology Society mixer from 4-5pm (I’ll be there!) iClicker Reminder iClicker participation can account for 15% of your grade (marking scheme 3), or it can account for 0% of your grade. You don’t need to tell me whether you’re participating – I’ll calculate your grade both ways. Your lowest 4 classes (of 21) will be dropped. This accounts for absences and technological issues. This means 17 classes will count towards your final grade (each class ~0.9% of your final grade per class). For each class you will receive a grade out of 8 which reflects the 4 questions asked in class. For each question, you get a point for answering and a point for being right (i.e., 2 points per question). For example, you might if you answered all 4 questions in class and got two questions right, you'd get a grade of 6/8 for that class.  Social Development WEEK 7 WITH PROF. MCDIARMID Recall Social Development Development of children’s understanding of: others’ behaviors, attitudes, and intentions relationships between the self and others how to behave and interpret their social world Recall This week we are once again exploring What is a theory? a variety of theories (i.e., explanations or ways of thinking about) behaviour Theory: A well-supported explanation of an aspect of human behaviour Based on a hypothesis and supported by evidence A psychological theory typically can: 1. Consistently describe a behaviour/phenomenon accurately 2. Allow for accurate predictions of future behaviour Used to help scientists, practitioners, policy makers, etc.: Create testable hypotheses & choose areas for future research Understand human behaviour Anticipate what might happen next Prevent bad things from happening Develop interventions/solutions for when bad things happen  Lecture based on Ch 9. Not covered in lecture: -Illustrative examples, especially for applications of the “Bioecological Model” and more details on What are we learning today? “Children and Media” Dodge’s Social Information-Processing Theory Dweck’s Mindset Theory Ecological Theories Revisiting Week 5: Learning to understand “How much”  Social Information Processing In ambiguous social situations: Some interpret events as accidental No big deals, mistakes happens Others interpret them as intentional Assume negative intent; “What a jerk!” Hostile Attribution Bias (HABs) Tendency to assume people’s ambiguous actions stem from hostile intents Associated with reactive aggression  Attentional Biases in Childhood HABs are associated with harsh parenting If a child is subject to constant punishment and criticism… Assume this is how all people think Related to biases toward anger and fear  Dot Probe Task Start with a fixation cross + Two faces will briefly appear then disappear Next, an “X” will appear on one side of the screen  Dot Probe Task Put both hands down on your desk/lap X X If the X is on the left, tap your left hand. If the X is on the right, tap your right hand. Go as fast as you can + Attentional Biases in the Dot Probe If you have an attentional bias towards a particular emotion (happy or angry)… You’ll spot the X faster when it appears when it appears in the location where your attention was pulled by that emotion Waters et al. (2010) All children biased toward happy faces Only children high in anxiety symptoms showed bias toward angry faces  Penton-Voak et al. (2017) Changing how people interpret social stimuli may play a part in interventions for mood disorders (more research needed!)  Lecture based on Ch 9. Not covered in lecture: -Illustrative examples, especially for applications of the “Bioecological Model” and more details on What are we learning today? “Children and Media” Dodge’s Social Information-Processing Theory Dweck’s Mindset Theory Ecological Theories Revisiting Week 5: Learning to understand “How much” Self-Attributions and Achievement Kids vary in their achievement motivations Some motivated by performance goals Receiving praise Avoiding failure Others motivated by learning goals Improving their skills Trying and mastering new tasks  What influences motivation? Entity Orientation Incremental Orientation Attribute outcomes to innate Attribute outcomes to hard abilities, individual differences work, persistence, commitment Success: “I’m smart!” Success: “I earned this!” Failure: “I must be dumb…” Failure: “I should try harder.” Self-worth: performance outcomes Self-worth: self-improvement Blackwell, Trzesniewski, & Dweck (2007) “This is really hard, but if I practice, I’ll get it!” Incremental Theory of Intelligence Belief that intelligence grows with practice and experience Higher math scores over 2 years Blackwell, Trzesniewski, & Dweck (2007) “I’m bad at math, I’ll never be able to do this…” Entity Theory of Intelligence Belief that intelligence is innate and unchangeable No change in scores over 2 years Stereotypes → Entity Orientation → Outcomes Self-fulfilling prophecy Promoting Entity Motivations Great job! You are so smart! Praising positive traits may place too much emphasis on outcomes (despite best intentions) Promoting Incremental Motivation Great job! You worked so hard! Reinforces motivation to improve skills, and to find gratification in self-improvement That all sounds great! …is there evidence to back it up?  Motivation isn’t Everything Dweck’s theory has generated lots of criticism from researchers who have failed to replicate her major findings  Motivation isn’t Everything Cautious take: may have an impact in some contexts, but isn’t as important of a mechanism as Dweck originally claimed Subject of lots of ongoing research!  Does a mindset intervention improve academic performance? Big idea: Mindset interventions appear to have a very small positive effect on academic achievement, but the effect is greater for “at risk” groups.  Motivation isn’t Everything Lots of factors influence achievement Many may not be easy to change through effort E.g., genetic component of intelligence Can having an incremental orientation influence your fluid intelligence? Probably not. Can having an incremental orientation influence your crystallized intelligence? That makes more sense! Regardless of how big of an effect it has, encouraging incremental orientations is likely still a good idea! But: don’t want kids blaming themselves for “not having the right mindset” whenever they don’t meet their goals!  Lecture based on Ch 9. Not covered in lecture: -Illustrative examples, especially for applications of the “Bioecological Model” and more details on What are we learning today? “Children and Media” Dodge’s Social Information-Processing Theory Dweck’s Mindset Theory Ecological Theories Revisiting Week 5: Learning to understand “How much” Bronfenbrenner’s Bioecological Model The Bioecological Model Child’s environment composed of a series of nested structures that impact development Microsystem (family; bidirectionality) Urie Bronfenbrenner Mesosytem (microsystem interconnections) (1917 - 2005) Exosystem (indirect, but influential) Macrosystem (larger cultural and social context) Chronosystem (temporal dimension, change over time) https://www.youtube.com/watch?v=g6pUQ4EDHeQ  Bioecological Model: Big Ideas Contexts affect human development Context is complex, dynamic and inter-related Identified & named five ‘levels’ of context Allowed for better examinations of the role of context Urie Bronfenbrenner in influencing human development (1917 - 2005) Theories are not static. Bronfenbrenner later added ideas: Children influence their environments Children are born with genetic potential. Whether they reach it is influenced by their environment. Human development occurs due to increasingly complex interactions with others.  Bioecological Model: Big Ideas “Witness the American ideal: the Self-Made Man. But Contexts there isaffectno such human development person. If we can stand on our own Context two feet, is complex, dynamic it is because and inter-related others have raised us up. If, as Identified adults, & named we can fivelay ‘levels’ claimof context to competence and Allowed for better examinations of the role of context Urie Bronfenbrenner compassion, in influencing human it only means that other human beings development (1917 - 2005) haveare Theories been willing not static. and enabled Bronfenbrenner laterto commit their added competence ideas: and compassion to us--through Children influence their environments infancy, childhood, and adolescence, Children are born with genetic potential. Whether they right up to this itvery reach moment.“ is influenced - Urie Bronfenbrenner, 1977 by their environment. Human development occurs due to increasingly complex interactions with others.  Lecture based on Ch 9. Not covered in lecture: -Illustrative examples, especially for applications of the “Bioecological Model” and more details on What are we learning today? “Children and Media” Dodge’s Social Information-Processing Theory Dweck’s Mindset Theory Ecological Theories Revisiting Week 5: Learning to understand “How much” Discussed during Conceptual Development lecture in week 5 Understanding how much: development of counting Counting Many toddlers count verbally by age 2. BUT understanding limited Learning meaning of counting words occurs number by number through association. Slow early acquisition period Then learn the link between number words and the quantities they represent. Counting In preschool, children begin to acquire the five counting principles. One–one correspondence: Each object must be labeled by a single number word. Stable order: Numbers should always be recited in the same order. Cardinality: Number of objects in the set corresponds to the last number stated. Order irrelevance: Objects can be counted left to right, right to left, or in any other order. Abstractions: Any set of discrete objects or events can be counted. https://youtu.be/r4z5j6Oni9M?si=Sew_k8v6GtM7MUOo&t=12 Counting Level Counting requires language abilities → language used seems to influence how fast counting is learned! Culture plays a role too