Week 13 Flashcards
(20 cards)
What is social learning:
-acquiring information from others eg. observational learning
-humans unique in what can pass on information from one generation to next- cultural transmission of knowledge vis writing and artifacts (washing boards)
Animal cultural transmission of knowledge: Tomassello
-18m old Imo washed potato in stream- 3m later Imo’s mother and 2 playmates and mothers (6) observed washing potatoes.
-next 2 years, 7 youngster observed. 3 yrs after initial observation 40% troop washing ptoations
-Not social learning- Monkeys up up behaviour easily on won (dont need others to show- spontaneous). Spread of behaviour was slow- speed did not increase as more members learned (eg viral trend)
Lyons et al- new contraption
-researchers models 4 steps- 2 necessary, 2 not
-Early human social learning: 3-5 yrs when goal is not obvious: exact mimckry, over-immitation (did all 4 steps)
-HUmans are unique- have genetic predisposition to pay attention to others. Biological bias toward social interactions- pointing (not followed by animals) as developmental milestone in infancy-shared attention, emotional bonding
Parenting styles
1.Warmth and responsiveness
High: openly warm and affectionate, involved with children (ask about their day), respond to emotional needs
Low: focused more on won needs, even sometimes hostile- since child interferes with own needs
Parenting styles
2.Control
Efforts to set rules and impose limits on what children are allowed to do
Authoritative:
explain rules and encourage discussion (high responsiveness)
Authoritarian:
rules are to be followed without discussion (don’t feel need to explain since they are the parent); respect and obedience
Permissive:
infrequent punishment (and inconsistent- don’t want to upset child), allow children to do what they want
Uninvolved:
provides for basic needs but nothing else (not engaged)
Impact of parenting- developmental outcomes:
Authoritative: responsible, self reliant, friendly children (parents model good relations-discussion); academic achievement
Authoritarian: unhappy, low self esteem, often aggressive- due to oppression
Permissive: impulsive, little self control - not modeled so cant control
Uninvolved: most difficulty; poor academic performance, aggression (needs not met)
Cultural differences in parenting
Hamilton: Low depression ratings (Gr.10) associated with positive parenting styles
Asian cultures: cooperation and collaboration more important than individualism- more authoritarian parenting with positive outcome- since expected just accept it- respect in culture so don’t suffer
Latino cultures: respect for family; authoritarian
Low SES: more controlling and punitive- children as active and development as complex and dynamic→ education- educating everyone- future parents could have positive impact
Parental behaviour impact children-observational learning
includes counter-imitation: learning what should not be done by watching others
Parental behaviour impact children-direct instruction
telling a child what to do, when and why- why impact to have good manners- explain social and emotional consequences
Parental behaviour impact children-feedback
classical and operant conditioning. Reinforcement: increases recurrence of response. Punishment: decreases recurrence of response
Negative reinforcement Trap
-Parents unwittingly reinforce behaviours that want to discourage- reinforce complaining and whining by withdrawing command- child more likely to complain later
Extinction:
-disappearance of response because of lack of reinforcement
-continuous reinforcement the first time reward is withheld the individual will notice and behavior will stop
-With partial reinforcement, takes longer for behaviour ro be extinguished- Dont’ notice when don’t get reinforcement but get excited when do; save praise for special occasions
Should spanking be illegal?
-section 43 of criminal code of Canada- as long as does not exceed what is reasonable under circumstances
-2004- supreme court of canada- section 43 does not violate canadian charter of rights
Parents may use physical punishment if:
-children are between ages of 2-12 (once can think abstractly can verbally explain severity)
-it is not degrading, humiliating or harmful
-delivered when one is collected and not angered
-used to correct or teach child- clear incorrect action
punishment’s best when:
-administered directly after behaviour (children have bad memory)
-is consistent (break rule= punish)
-Accompanied by an explanation
-A warn, affectionate relationship exists
Punishment and extinction
-skinner observed that punishment reduced behaviour only when punishing agent is present; behaviour continues when threat of punishment is removed- no extinction response (punishment not good to get rid of behaviour)
-punishment indicated what is inappropriate behaviour, but provides no guidance about desirable behaviour- role model good behaviour- so know what to do
