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Transcript
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 2 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 3 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. 4 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 5 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 6 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 7 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 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 9 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’ 10 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 11 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: 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 12 Methods of control used by parents 13 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? 14 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 15 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 16 The exchange of information, facts, feelings, ideas, opinions etc. is communication. It can be verbal or non-verbal. Verbal communication 17 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 18 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 19 What do you know now? 20 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 21 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’ 22 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 23 “Learning is an relatively permanent change in behaviour that occurs as a 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 24 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 25 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 26 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 27 If a behaviour pattern is no longer reinforced by reward or positive outcome it can be lost or become extinct Generalisation or Discrimination? 28 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? 29 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 30 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 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 31 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 32 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 33 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 34 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 35 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 36 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 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! 37 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