Download Communication and social behaviour

Communication and social behaviour
1
THE EFFECT
THE EFFECT
THE EFFECT
THE EFFECT
INFLUENCE
OF
OF
OF
OF
INFANT ATTACHMENT
C O M M U N I CA TI ON
EXPERIENCE
GROUP BEHAVIOUR AND SOCIAL
Communication and social behaviour
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 To live as a group humans must be able to communicate.
 Communication is the passing of information between people.
 This can be verbal, body language, written, etc.
 Social behaviour is how humans respond to these signs and signals.
 It begins at birth (although some might say you can communicate with the
developing foetus).
a. The effect of infant attachment
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 What do you already know about infant attachment and the ways
that infants have learned and become socialised?
 Remember you were an infant once!
 Discuss with a partner for ideas.
What you will be learning.
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 What attachment is and when it happens.
 Why attachment is important.
 The different kinds of infant attachment.
 The kinds of control adults use on infants as they develop.
 What effect these different styles of control have on development.
Infant attachment
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 This begins early in an infants life.
 The infant will initially become attached to its mother or primary carer.
 The mother’s protective and nurturing desires will be triggered by the infants
crying, clinging and suckling activities.
 A strong bond will form between mother and infant.
 This is infant attachment.
Infant attachment
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 Initial attachment is indiscriminate.
 Attachment becomes much more specific as time passes.
 At 6 to 9 months specific attachment is evident.
 Indiscriminate attachment will diminish at the same time.
 This is why infants become wary of new faces.
 Early infant attachment has an influence on forming stable trusting
relationships later in life.
Type of attachment
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 There are 2 types of attachment connected to primary carers: secure and
insecure.
 Securely attached infants are more likely to explore their immediate
environment. This helps with learning and cognitive ability development.
 Insecurely attached infants are less likely to explore their immediate
environment so will learn and develop less.
 Attachment can be investigated through the ‘strange situation’ research tool.
‘strange situation’
 This is a sequence of events lasting 3 minutes (except the first one) where the
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behaviour of the infant is monitored. 8
A mother takes her infant into an unfamiliar room with toys.
They are left alone, the infant can explore if it wants to.
A stranger enters the room, talks to the mother, then tries to play with the infant.
The mother leaves, the stranger tries to interact with the infant (first separation
episode).
The mother returns and plays with the infant, the stranger leaves. (first reunion
episode).
The mother leaves the infant alone (second separation episode).
The stranger returns and tries to engage with the infant.
The mother returns and stranger leaves (second reunion episode).
Results of the ‘strange situation’
Type of attachment
Examples
of infant’s
behaviour
during the
‘strange
situation’
Secure
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Insecure
Detached
(avoidance)
Response to
toys and
chance to
explore
Infant freely
explores and
plays if mother
present
Infant hardly
explores or plays
regardless of who
is present
Resistant
(ambivalent)
Infant does not
explore or play
freely even with
mother present
Response to Displays major Displays
departed
distress
indifference or
mother
mild distress
Displays major
distress
Response to Resists offers
presence of of comfort
stranger in from stranger
absence of
mother
Resists offers of
comfort from
stranger
Accepts comfort
from stranger if
required
Response to Goes to mother Ignores mother
Inconsistent
mother’s
immediately
or approaches but behaviour, seeks
return
gets comforted looks away
comfort but then
Interpretation of results from ‘strange situation’
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Interpretation by
psychologists
Secure
Infant more
attached to
mother than
stranger arising
because mother
is capable,
loving and
sensitive to
infant’s needs.
Insecure
Detached
Resistant
Infant treats
mother and
stranger equally
detached,
arising because
mother is inept,
insensitive but
not rejecting.
Infant attached to
mother in erratic
way arising because
mother is irritated
by infant,
occasionally
insensitive, erratic
in their behaviour
towards the infant.
Socialisation and learning
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 Humans develop with and depend on adults over along period of time.
 This provides time for learning and socialisation to occur.
 As children develop different methods of control can influence the development of
social competence.
 Social competence forms the basis for success in all the future interactions an
individual will have.
 The attributes for social competence fall into 3 categories:
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Behavioural skills – reacting appropriately in social situations.
Cognitive skills – developing knowledge and problem solving skills necessary to function
effectively.
Emotional skills – ability to develop stable relationships and demonstrate feelings
Methods of control used by parents
Method of
control
Behaviour adopted by parent
Authoritarian
Exerts extremely high level of control
Never explains the reasons for rules
Expects obedience without question
No verbal give and take
No or little warmth demonstrated
Disciplines by shame or withdrawal of love
Authoritative
Warm, nurturing and emotionally supportive
Sets limits, rules and high standards with explanation
Gives direction expecting cooperation and responsible behaviour
Explains consequences of unacceptable behaviour
Reasons and encourages verbal give and take
Demonstrates respect for child as an individual
Permissive
Warm and nurturing
Responds to wishes and needs
Does not set limit, lay down rules or responsibilities
No discipline, does not control
Does not encourage high standards of behaviour
Allows child to regulate own behaviour
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Methods of control used by parents
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 Child with authoritative parents/carers are more likely to be self-reliant,
successful academically and become socially accepted as adults.
What do you know now?
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 What is infant attachment?
 Why is it important?
 How can an infant’s attachment be assessed?
 What would be signs of secure attachment?
 What are the 2 types of insecure attachment?
 What would be signs of insecure attachment?
 What are the 3 methods of control?
 What are some of the differences between them?
 Which one would most likely produce a socially competent person?
b. The effect of communication
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 What is communication?
 What are the different types of communication?
 What type of messages do they communicate?
 What has the development of language meant to humans?
Communication
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 The exchange of information, facts, feelings, ideas, opinions etc. is
communication.
 It can be verbal or non-verbal.
Verbal communication
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 Verbal communication is used to transmit knowledge, in the development of
culture and in social evolution.
 Language uses symbols to represent information.
 It can be organised into categories and hierarchies (levels).
 This can allow learning to proceed and intellectual development progress at a fast
rate.
 Language allows short term day to day communication but also allows longer term
communication over generations.
 As language developed it meant information could be passed on verbally or written
down. Future generations did not have to rediscover what had gone before.
Non-verbal communication
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 Non-verbal communication is important in forming relationships and can
signal attitudes and emotions.
 It can also act as an aid to verbal communication.
 Facial expressions, eye contact, physical proximity, touching, gesturing,
posture all give non-verbal communication
 There are 6 main types of facial expression not including neutral.
 Do you know what message they convey?
Facial expressions
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What do you know now?
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 What is communication?
 What are the different types of communication?
 What type of messages do they communicate?
 What has the development of language meant to humans?
c. The effect of experience
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 What is experience?
 How does experience help with learning?
 What happens if you repeatedly use a motor skill?
 How else is human behaviour learned?
 What is reinforcement?
 What is shaping?
 What is extinction?
 What is the difference between generalisation and discrimination?
‘It’s just like riding a bike’
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 A phrase used traditionally to mean you have learnt
something before and haven’t forgotten how to do it.
 Like many activities riding a bike involves making ‘motor
memory’.
 This is a neural pathway associated with the motor area
of the brain.
 The motor skills needed to ride a bike once mastered and
repeated will remain although it can fade if not
practiced.
Psychologist’s definition
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 “Learning is an relatively permanent change in behaviour that occurs as a
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direct result of experience.”
Human behaviour can be altered by experience which allows learning.
Behaviour may be learned by observation and imitation.
This can be often seen with children when imitating dressing up or in others when
they learn new technology.
Social skills and attitudes are often learned through imitation of parents or peers
Trial and error
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 If behaviour which is appears random at first gives an advantage or reward it
may well persist.
 The behaviour becomes associated with the reward.
 Motivation can be a big influence on successful behaviour.
Reinforcement of behaviour
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 If behaviour is rewarded or has a positive consequence it is more likely to be
reinforced in an individual.
 The behaviour is more likely to be repeated.
Shaping behaviour
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 If a behaviour pattern needs to be learned in stages then the trainer can
reinforce close responses positively until the whole desired pattern is
achieved.
 Used in training rescue dogs, guide dogs, horses, dolphins, humans
Extinction of behaviour
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 If a behaviour pattern is no
longer reinforced by reward or
positive outcome it can be lost
or become extinct
Generalisation or Discrimination?
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 Experiences may lead to very generalised behaviour patterns
 Depends on the stimulus and it’s association
 E.g. a pet gerbil that bites may lead to a fear of all small furry creatures
because they may bite.
 Alternatively it might be possible to discriminate between different types of
small furry creature.
 Is this the basis of many irrational
‘fears’ lack of discrimination?
What do you know now?
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 What is experience?
 How does experience help with learning?
 What happens if you repeatedly use a motor skill?
 How else is human behaviour learned
 What is reinforcement?
 What is shaping?
 What is extinction?
 What is the difference between generalisation and discrimination?
d. The effect of group behaviour and social influence
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What do you know?
 What are social groups?
 How is behaviour influenced in a social group?
 What motivates behaviour in a social group?
 Why do people in social groups behave differently to when they are on their
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own?
What happens to individuals in a social group?
Does competition improve performance?
Does an audience improve performance?
In what ways are we influenced by others to change?
Group behaviour
 Social groups
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change behaviour.
 Many types of social
groups i.e. friends,
class, clubs, teams, church, organisations, activity related etc.
 Group rules or guidelines influence behaviour.
 Rules or guidelines obvious (written) or not (unwritten).
 Members follow conditions and behave similarly.
Social facilitation
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 Group activities influence individual performance
 Competition spurs people on to do better than individual activity.
 Performance in joint activity spurs people on to perform better.
 This increase or better performance is called social facilitation.
Losing individual behaviour
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 Members of a group behave like the group despite being individuals.
 This is called de-individuation.
 Why does it happen?
 Liked, fit in, identified, status
 Group pressure will influence consciously and subconsciously.
 Individual norms of behaviour very different to group behaviour.
 De-individuated people blend in, not noticed.
Group beliefs
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 Have you changed your
because of a group?
attitudes, values, beliefs
 Or just been influenced?
 Group members internalise the values, beliefs, attitudes of the group.
 Own original beliefs, attitudes, values change (assuming they were
different).
 This will have been by persuasion, overtly or covertly.
Identification
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 Ever wanted to be like someone?
 Ever bought something because someone else had it, used it or enthused
about it?
 This is called identification.
 People identify with someone else because they like their beliefs,
attitudes, values etc.
 It might be a ‘personality’ or ‘celebrity’ from sport, business, politics,
entertainment or other.
 They are successful, if it works for them it will work for you.
d. The effect of group behaviour and social influence
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What do you know?
 What are social groups?
 How is behaviour influenced in a social group?
 What motivates behaviour in a social group?
 Why do people in social groups behave differently to when they are on their
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own?
What happens to individuals in a social group?
Does competition improve performance?
Does an audience improve performance?
In what ways are we influenced by others to change?
Getting it into your head!
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 Complete the summary
 Review power points online and make notes
 Review scholar materials and make notes
 Answer questions from mix and match/ multiple choice book
 Answer questions from textbook end of section.
 End of Unit now prepare for the NAR