ENTERING THE SOCIAL WORLD

1
ENTERING THE SOCIAL WORLD

• Chapter Five

2
LECTURE OVERVIEW

• Eriksons Psychosocial Theory
• Attachment
• Emotional Development
• Social Interactions
• Altruism
• Gender Roles and Identity

3
INTRODUCTION

• First social relationship child and parents
• Increasing interaction with world outside of
  family
• Relationships are intertwined with emotions
• Play as precursor to adult behaviour
• With increasing social world comes discovery of
  gender roles and identity

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TRUST AND ATTACHMENT
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ERIKSONS EARLY STAGES

• First 3 stages
• Basic trust vs. mistrust
• - infancy creates hope
• Autonomy vs. shame and doubt
• - 1-3 years creates will
• Initiative vs. guilt
• - 3-5 years creates purpose

6
Cont.

• Basic Trust versus Mistrust
• trusting oneself and others
• trust occurs if parents consistently respond to
  needs
• but value in mistrust as world is dangerous
• hope openness to new experiences tempered by
  wariness

7
Cont.

• Autonomy versus Shame and Doubt
• can control own actions
• strive for independence from others
• but doubt in own abilities and shame from failure
• will blend of autonomy, shame, and doubt leads
  to knowledge of limits of ability to control world

8
Cont.

• Initiative versus Guilt
• exploration of environment, questioning world
• But initiative may create conflict which produces
  guilt
• purpose balance between initiative and
  willingness to cooperate with others

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GROWTH OF ATTACHMENT

• Attachment of infant to adult increases chances
  of survival
• Steps toward attachment
• develops gradually
• initially, infants begin to respond differently
  to objects and people
• synchronization of actions of infant and
  caregiver
• identification of primary caregiver

10
Cont.

• Father-infant relationship
• initial attachment to mother, but soon after,
  also to father
• fathers play with infants more
• rough and tumble play
• play father, but distressed mother

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FORMS OF ATTACHMENT

• Strange Situation
• Mother and infant in experimental room
• Infant explores
• Stranger enters room and interacts with baby
  while mother leaves
• Mother returns
• Baby returns to play and mother leaves again
• Stranger attempts to play with and comfort baby
• Mother returns and stranger leaves

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Cont.

• Based on how baby reacts to strange situation
• Secure Attachment
• - baby may or may not cry when mother leaves
• - when mother returns, baby wants to be with
  mother
• - 60-65 of infants

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Cont.

• Avoidant Attachment
• - baby is not upset when mother leaves
• - baby ignores mother when she returns
• - 20 of infants
• - form of insecure attachment

14
Cont.

• Resistant Attachment
• - baby upset when mother leaves
• - baby remains upset when mother returns
• - 10-15 of infants
• - another example of insecure attachment

15
Cont.

• Disorganized (Disoriented) Attachment
• - baby is confused when mother leaves
• - baby is confused when mother returns
• - contradictory behaviour by infant
• - 5-10 of infants
• - also example of insecure attachment

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Consequences of Attachment

• tend to develop same attachment with both parents
• similar attachment style seen with undisturbed
  behaviours (Attachment Q-Set)
• first relationship lays foundation for later
  social relationships
• Secure
• more successful lower conflict friendships
• fewer behavioural problems

But whos at fault? Parent or child? ex. autistic
children
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ATTACHMENT, WORK, AND ALTERNATIVE CAREGIVING

• Impact of alternative care on attachment between
  mother and infant
• no overall effects
• more insecure attachments with low quality or
  large amounts of child care
• need
• low ratio of children to caregivers
• well-trained staff
• educational and social stimulation
• good communciation between caregivers and parents

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EMERGING EMOTIONS
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EXPERIENCING AND EXPRESSING

• Basic emotions
• joy, anger, fear, interest, disgust, distress,
  sadness, and surprise
• universally experienced
• elements subjective feeling, physiological
  change, and overt behaviour

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THEORIES OF EMOTION

• James- Lange theory
• Cannon-Bard theory
• Schachter-Singer theory
• Papezs Neural Circuit
• MacLeans visceral system
• Vascular theory

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NEGATIVE EMOTIONS

• Aggression and anger
• Types predatory, intermale, fear-induced,
  irritable, territorial, maternal, instrumental,
  self-defensive, social conflict
• Areas frontal and temporal cortices
• NTs 5-HT, NE, DA
• Hormones testosterone, vasopressin

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CIRCUITRY OF FEAR
(adapted from Rosenzweig, et al, 2001)
SENSORY CORTEX
HIPPOCAMPUS
LATERAL NU.
BASO- LATERAL NU.
ACCESSORY BASAL NU.
THALAMUS
amygdala
CENTRAL NU.
SENSORY ORGAN
CENTRAL GRAY
LATERAL HYPOTHALAMUS
BNST
STIMULUS
EMOTIONS ANS HPA AXIS
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ORBITOFRONTAL CORTEX

• Lobotomy alleviates frustrational behaviours?
  no intellectual impairments, but irresponsible
  and childish

• Phineas Gage damage reduces inhibitions and
  self-concern no emotional reaction

involved in social situations
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POSITIVE EMOTIONS
FOREBRAIN
CAUDATE NUCLEUS

• brain self-stimulation
• subcortical hypothalamus, brainstem
• some frontal cortical regions

VENTRAL MIDBRAIN
medial forebrain bundle
SUBSTANTIA NIGRA
VENTRAL TEGMENTUM
THALAMUS
LOCUS COERULEUS
CEREBELLAR NUCLEI
(adapted from Rosenzweig, et al, 2001)
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MEASURING EMOTIONS

• Facial expressions
• actually experiencing attributed emotions?
• Cannot measure subjective experience
• Do show same neural patterns as adults
• Same change in behaviour as adults to specific
  events

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DEVELOPMENT OF BASIC EMOTIONS

• Newborns only pleasure and distress
• Develop more discrete emotions
• Social smiles first seen at 2-3 months
• Anger first seen between 4-6 months
• Stranger wariness first seen at 6 months
• more fearful in unfamiliar environment
• depends on strangers behaviour

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Cont.

• Emergence of complex emotions
• ex. pride, guilt, and embarassment
• seen between 18-24 months
• Later developments
• emotions tied to cognitive development
• emotions tied to eliciting stimulus
• Cultural differences
• emotional expressiveness vs. emotional restraint
• differences in triggers for emtions

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RECOGNIZING OTHERS EMOTIONS

• Recognizing emotions and behaving appropriately
• At 6 months, begin to identify others emotions
• facial expression associated with emotions
• Social referencing look to mother or father for
  proper emotion in unfamiliar situations

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REGULATING EMOTIONS

• Suppressing emotions
• Children begin to regulate own emotions
• rely on mental strategies
• match strategies with situations
• Not all children regulate their emotions well
• problems with social interactions
• difficulty resolving conflicts

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INTERACTING WITH OTHERS
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PLAY

• By 6 months, first signs of social interaction
  occur
• Purpose of play????
• Parallel play play alone, but maintain keen
  interest in others (1 year)
• Simple social play engage in similar activities
  and interact (1-1.5 years)

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Cont.

• Make-Believe
• in early phases of make-believe play, use props
• later phases, no need of props
• possibly due to cognitive growth
• cultural differences in play
• entertainment
• increased time in make-believe play increased
  language, memory, and reasoning

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Cont.

• Solitary Play
• throughout preschool, prefer to play alone
• usually normal, but sometimes could indicate
  uneasiness with social situations
• aimlessness, hovering
• Gender Differences in Play
• boys play with boys, girls with girls
• preference for different types of play
• Enabling (girls) vs. Constricting (boys)

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Cont.

• Parental Influence
• take role of playmate
• scaffold play and demonstrate concepts
• mediator and encouraging cooperation
• coaching
• childs success with social interactions
• quality of attachment predicts social success

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COOPERATION

• Rules established for social interactions
• Older children are better at cooperation
• less egocentric
• better communication and social skills
• Influenced by others being cooperative and
  observing successful cooperation
• strongly influenced by response to cooperative
  overtures

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Cont..

• Cooperation is fragile due to many components
• Culture differences also exist

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HELPING OTHERS/ALTRUISM

• Prosocial behaviour behaviour that benefits
  another person
• Altruism driven by feelings of responsibility
  toward others, but no benefits for self

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Cont.

• By 1.5 years, some acts of altruism
• earlier ages may be too egocentric
• Empathy actual experiencing of anothers
  feelings
• higher empathy higher help given
• helping depends on ability to help
• factors feelings of responsibility and
  competence, mood, and costs of altruism

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SOCIALIZATION OF ALTRUISM

• Contextual factors play important role
• Also, variations in feelings of obligation
• linked to parents disciplinary style
• higher altruism discipline with reasoning
• Parents expressing warmth and concern for others
• Praising altruism
• effective dispositional praise

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GENDER ROLES AND IDENTITY
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IMAGES OF MEN AND WOMEN

• Gender stereotypes beliefs and images of males
  and females
• Expected that genders will act differently
• By elementary school, children have already
  learned some gender stereotypes
• Also accept that behaviour is flexible

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Cont.

• Research shows men and women do not differ as
  specified by stereotypes
• Real differences?
• height, size, and strength
• boys are more active
• girls have a lower mortality rate
• girls are less susceptible to stress and disease

43
Cont.

• men tend to participate in more strenuous
  activities that involve more cooperation and
  often require more travel
• women tend to participate in activities that are
  less physically demanding, more solitary, and
  that take place closer to home

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Cont.

• Gender differences in terms of intellect and
  psychosocial function
• verbal ability
• mathematics
• spatial ability
• social influence
• aggression
• emotional sensitivity

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GENDER TYPING

• Learning theories children learn gender roles
  like other types of learning
• reinforcement and observational
• Parents respond differently to sons and daughters
• behaviour related to gender roles
• when speaking
• assign different household chores

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Cont.

• Fathers more likely to treat sons and daughters
  differently
• punish sons more
• accept dependence of daughters
• mothers respond based on individual needs
• Peers also influential
• critical of going against stereotypes

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GENDER IDENTITY

• Gender identity a sense of the self as male or
  female
• Gender labeling by age 2, understanding that
  either a boy or a girl
• Gender stability learn that gender is stable by
  preschool years
• Gender constancy gender does not change over
  situations or according to personal wishes

48
Cont.

• Until concept of gender is understood, no
  understanding of gender stereotypes
• Gender-schema theory decide if object, person,
  or activity is female or male, then decide
  whether to learn more about object or not

For boys?
Not for me?
AVOID!
TRUCK
For girls?
For me?
APPROACH
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EVOLVING GENDER ROLES

• Gender roles change with the times
• Some gender stereotypes do not change with times
• same-sex play preference
• boys enjoy physical play while girls enjoy quiet
  play
• but, fewer stereotypes now exist

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CONCLUSION
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CONCLUSION

• Eriksons stages learning to cope
• Attachment is between children and their parents
• style of attachment can affect later behaviour
• Emotions develop with age
• Ability to identify with others also develops

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Cont.

• Various stages of play behaviour
• rules learned, such as cooperation
• ability to communicate is important
• Altruism also develops and can be encouraged
• Gender roles can be learned
• gender stereotypes can be influenced by changes
  in society