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Explore the processes in social behavior and the phylogenic and ontogenic contributions to social development. Learn about social reinforcement, ways of reducing demands for attention, observational learning, prosocial transactions, empathy, morality, and attachment. Discover the different approaches to observational learning and moral development.
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Social & Emotional Development Chapter 10
Processes in Social Behavior -Social Behavior as Operant Interactions • : • Bert's Contingency: • Sees Ernie →"Hi Ernie" →E. smiles • Sd → R →S+r • ( Setting Event = Walking along) • Ernie's Contingency: • "Hi Ernie“ → E smiles→Bert Smiles • Sd →R →S+r • (Setting Event = In a good mood)
Phylogenic Contributions to Social Development • Physical Characteristics • Social Reflexes • Facial Expressions • Reflexive Crying • Neonatal Imitation
Ontogenic Contributions • Social Behaviors • Reinforcement • Proximity • Attention • Affection • Observational Learning
Social Reinforcement • Secondary Reinforcers • Paired with Primary Reinforcers
Proximity • Reinforcer - The nearness of you
Attention • Mand for Mom • Verbal behavior reinforced by mom doing something • Ways of Reducing Mands for Attention
Ways of Reducing Mands for Attention • DRO – Differential Reinforcement of Other behavior • Incompatible response technique • Strengthens more desirable behavior • Doesn’t produced deprivation of reinforcer • Positive (Presentation) Punishment – Not recommended • Ethical? Escape • Negative Punishment (By Loss) (Weak if delayed) • Loss of privileges • Time-out
Affection • Usually reinforces desirable behavior
Observational LearningTraditional Approached • Distinction between • Learning • Performance • Direct reinforcement affects performance • Vicarious consequences affect learning • Vicarious reinforcement • Vicarious punishment
An Operant Approach to Observational Learning • Generalized imitation • Imitation (matching form of response) a response class • Class assembled because some (not all) matching behaviors are reinforced • Counterimitation – reinforced for different behavior than model • So called “vicarious reinforcement” is actually an Sd cuing operant matching behavior
Observational Learning of Respondents - Emotional Behavior • Other’s emotional response serves as UCS for emotional response (UCR) • Stimulus (NS) paired with other’s emotional response (UCS) becomes CS producing emotional response (CR)
Prosocial Transactions - Intuitive Parenting • 1. Creating and maintaining an awake state. • 2. Presenting a simple structure of stimuli and learning trials. • 3. Providing a large number of repetitions of trials. • 4. Gradually ordering of tasks so that there is increasing complexity. • 5. Using adequate reinforcers. • 6. Being sensitive to feedback signals indicating the child's limits of tolerance.
Social Behaviors in Infancy • Attachment • Separation Protests • Touch • Fear • Social Referencing • Sibling Rivaly • Empathy • Morality
Attachment • Organized pattern of behavior directed toward one or more individuals. • Result of phyologenic & ontogenic factors • Ontogenic – reinforcement of proximity, imitation, and identification behaviors16
Reinforcement of Separation Protests • Loss of primary caregiver results in loss of reinforcers– extinction burst • Study by Gewirtz & Pelaez-Nogueras • Baseline- noncontingent reinforcement—protests were low • Contingent reinforcement by mothers of protests – protests increase • Noncontingent (reversal) – Protest decrease
Infant Carrying Positions • Facing Inward Facing Outward
Morality • Direct Contingency-shaped behavior • Rule-governed behavior • Learns difference between • Immediate direct consequences • Remote, delayed, indirect consequences • Tracking – tracking or following actual contingencies rather than just follow rules • Pliance – complying with the rules in spite of discrepancies with actual contingencies.
MoralityBehavior-Analytic Approach • An increasingly sophisticated repertoire of behaviors to further one’s long-term interests based on predicted outcomes. • An organized system of rule governed behavior that controls behavior patterns that society considers “moral”. • Develops from the interaction of the child and environment in active interaction. • Context is crucial
A Cognitive View of MoralityKohlberg’s Theory • Moral Reasoning (Not necessarily behavior) • Level I – Preconventional Morality • Stage 1) Tangible consequences • Stage 2) Hedonistic get rewards/avoid pun • Level II - Conventional Morality • Stage 3) Follows rules to get social approval • Stage 4) Follow conventional rules to support social order • Level III – Postconventional Morality • Stage 5) Have a social contract to do what is right • Stage 6) Universal principles of justice, democracy, etc.
Taxonomy of Moral Rules(Pelaez & Moreno) • Explicit vs. Implicit • Accurate vs. Inaccurate (false or inconsistent) • Complex (multiple contingencies) vs. Simple (single contingency) • Other vs. Self-Derived source • 16 possible combinations.
Development of Rule Compliance & Self-Instruction • 1. Early – Parents prompt & reinforce compliance to simple rules. • 2. Generalized compliance (rule following becomes response class). • 3. Others (e.g., teachers, grandparents) add rules. Child learns to discriminate which rules will have consequences. • 4. Adults prompt child to give own rules (self-instruction). • 5. Self-instruction generalizes to novel situations – Generalized self-instruction.
