4.Communication and Social Behaviour

1. 4.Communication and Social Behaviour

2. 1.The Effect Of Infant Attachment. • Learning Intentions: • 1. State that infant attachment is the emotional tie between a baby and its carer (mother) • 2. Understand that infant attachment is important in laying the foundation for future formation of stable relationships. • 3.State that humans have a long period of dependency on adults. • 4. Understand that this period of dependency provides time for socialisation and learning. • 5. Understand the quality of a developing child’s social competence is affected by the method of control adopted by their parents. • 6. Describe authoritative control. • 7. Describe permissive control. • 8. Understand authoritative control generally results in greater social competence than permissive control

3. 1.The Effect Of Infant Attachment. • Humans are social animals which involves communicating with each other. • Social Behaviour involves transmitting and receiving information using signs and signals. • Communication in humans begins at birth.

4. Infant Attachment • The period of dependency of a human infant upon adults is lengthy. • Infant attachment • Is the emotional tie that binds a baby to its carer.

5. Infant Attachment Studies Harlow’s Monkeys (1958) This was a study carried out by Harry Harlow on infant monkeys. Harlow wanted to study the mechanisms by which newborn rhesus monkeys bond to their mothers. This research was controversial due to concerns over treatment of animals. Answer the following questions as you watch the attached clip. 1.What is the difference between the two ‘mothers’? 2.Which ‘mother’ does the baby monkey stay with the longest 3.Which ‘mother’ does the baby go to when frightened? 4. How does the baby monkey’s behaviour change once it is comforted by the ‘mother’ http://www.youtube.com/watch?v=OrNBEhzjg8I

6. Infant Attachment Studies • Conclusions • Harlow concluded that for a monkey to develop normally s/he must have some interaction with an object to which they can cling during the first months of life (critical period). Clinging is a natural response - in times of stress the monkey runs to the object to which it normally clings as if the clinging decreases the stress. • Contact comfort plays basic role in attachment between human infants and their carer.

7. Infant Attachment Studies The ‘Strange Situation’ This is a research tool to investigate infant attachment. Watch the video clip and answer the following questions. 1.Why is this test set-up? 2. Describes the baby’s response when the mother • Leaves the room (first separation) • Enters the room 3. Describes the baby’s response when the mother leaves the room for the second time 4.What are the signs of secure attachment? 5. What are the signs of insecure attachment 6. How are children who are considered to be more securely attached more likely to behave in their first year. http://www.youtube.com/watch?v=s608077NtNI

8. Infant Attachment • At first attachment is indiscriminate on the baby’s part. • Specific attachment to the mother becomes evident between 6 and 9 months.

9. Infant Attachment • Early infant attachment is important in laying the foundation for the future formation of stable relationships. Infants that form secure attachments are more likely to investigate their immediate environment helping develop cognitive abilities (Cognitive abilities are the brain-based skills we need to carry out any task from the simplest to the most complex.)

10. Socialisation and Learning • Socialisation is the gradual modification of developing individual’s behaviour in order to accommodate the demands of an active social life within the community. • Young humans are dependant on adults for a long period of development during childhood and adolescence. • This provides time for socialisation and learning.

11. Methods Control • The quality of a developing child’s socialcompetence is affected by the method of control adopted by their parents. • Authoritative control generally results in greater social competence than permissive control

12. Methods Control • Examples of Control

13. Parental Control • As children develop, different methods of control can influence social competence. • Children with authoritative parents are more likely to develop into self-reliant, academically successful and socially accepted adults.

14. Questions 1. What is infant attachment? 2. What is the importance of early infant attachment? 3. Humans have a long period of dependency on adults. What does this provide? 4. What affects the quality of a developing child’s social competence? 5. Describe authoritative control. 6. Describe permissive control. 7. Which type of control generally results in greater social competence?

15. Answers 1.What is infant attachment? The emotional tie between a baby and its carer (mother) 2. What is the importance of early infant attachment? It lays the foundation for the future formation of stable relationships. 3. Humans have a long period of dependency on adults. What does this provide? This provides time for socialisation and learning.

16. Answers (continued) 4. What affects the quality of a developing child’s social competence? the method of control adopted by their parents. 5. Describe authoritative control. • Is warm, nurturing and emotionally supportive towards the child • Sets limits, rules, high standards and explains reasons • Gives direction and expects responsible behaviour in return. • Reasons with the child and demonstrates respect

17. Answers ( continued) 6. Describe permissive control. • Is warm and nurturing • Does not set limits, lay down rules or assign responsibilities • Adopts ‘no discipline’ approach • Allows the child to regulate their own behaviour 7. Which type of control generally results in greater social competence? authoritative

18. 2.The Effect Of Communication • Learning Intentions: • 1.State that communication is the exchange of information from one individual to another. • 2.Understand that communication can be non-verbal and verbal. • 3.Understand that non-verbal communication is sending and receiving wordless messages. • 4. Describe types of non verbal communication. • 5. Understand that non verbal communication can be measured by observing facial expression, eye contact, touching, tone of voice and physical proximity. • 6.Understand that non verbal communication is important in forming relationships between individuals. • 7. Understand that non verbal communication can signal attitudes and emotions. • 8. Understand that non verbal communication can act as an aid to verbal communication.

19. 2.The Effect Of Communication • Learning Intentions (cont): • 9.Understand that Language is a system that combines basic sounds and symbols. • 10.Understand that short term- language allows humans to convey information for day to day living. • 11. Understand that long term –language allows transfer of information from one generation to the next. • 12. State that verbal communication promotes acceleration of learning and intellectual development. • 13.State that verbal communication is used in the transmission of knowledge. • 14. State that verbal communication is used in development of culture • 15. State that verbal communication is used in development of social evolution.

20. 2.The Effect Of Communication • Communication is the exchange of information from one individual to another. Communication can be non-verbal and verbal.

21. Non-Verbal Communication • Non-verbal communication is sending and receiving wordless messages. • Facial expressions can convey messages. • http://www.youtube.com/watch?v=y1H2kZWjqTA&list=PL0ACE1BF0A435FAEA As you watch the video clip note the type of feelings facial expressions convey.

22. Non-Verbal Communication • Look at these pictures and try describe the emotion or message they are communicating

23. Non-Verbal Communication There are six main types of facial expressions

24. Non-Verbal Communication • Eye Contact is another method of non verbal communication. • Try to describe the message being communicated.

25. Non-Verbal Communication

26. Non-Verbal Communication • Non verbal communication can be measured by observing facial expression, eye contact, touching, tone of voice and physical proximity. • Non verbal communication is important in forming relationships between individuals and can signal attitudes and emotions as well as acting as an aid to verbal communication.

27. Verbal Communication • Language is a system that combines basic sounds and symbols. • Short term- language allows humans to convey information for day to day living. • Long term –language allows transfer of information from one generation to the next. This promotes acceleration of learning and intellectual development.

28. Verbal Communication • Verbal communication is used in the transmission of knowledge, development of culture and social evolution.

29. Questions • What is communication? 2. What is non-verbal communication. 3. Describe how non verbal communication can be measured. 4. Why is non verbal communication important. 5. What can non verbal communication signal?

30. Answers • What is communication? Communication is the exchange of information from one individual to another. 2. What is non-verbal communication. Non-verbal communication is sending and receiving wordless messages. 3. Describe how non verbal communication can be measured. Observing facial expression, eye contact, touching, tone of voice and physical proximity.

31. Answers(continued) 4. Why is non verbal communication important. In forming relationships between individuals. 5. What can non verbal communication signal? Attitudes and emotions

32. Questions(continued) 6. What does language combine? 7.What does short term- language allow? 8.What does long term- language allow? 9. What does verbal communication promote? 10. State 3 things that verbal communication is used in.

33. Answers (continued) 6. What does language combine? basic sounds and symbols. 7.What does short term- language allow? allows humans to convey information for day to day living. 8.What does long term- language allow? allows transfer of information from one generation to the next. 9. What does verbal communication promote? acceleration of learning and intellectual development. .

34. Answers (continued) 10. State 3 things that verbal communication is used in • The transmission of knowledge. • The development of culture • The development of social evolution.

35. 3.The Effect Of Experience • Learning Intentions: • 1.State that learning is a change in behaviour as a result of experience. • 2. Understand the definition of a motor skill. • 3. Understand that the repeated use of a motor skill improves with practice. • 4. Understand that the repeated use of a motor skill • Results in a motor pathway being established. • 5.Understand the meaning of imitation. • 6. Understand the meaning of trial and error learning. • 7. Understand that human behaviour may be learned by observation and imitation. • 8 Understand the meaning of reinforcement • 9. Understand the meaning of shaping.

36. 3.The Effect Of Experience • Learning Intentions (cont); • 10. Understand the meaning of extinction of behaviour. • 11. Understand reinforcement, shaping and extinction of behaviour as seen in trial and error learning. • 12.Undertstand the meaning of generalisation. • 13 Understand the effects of generalisation on behaviour. • 14. Understand the meaning of discrimination. • 15. Understand the effects of discrimination on behaviour.

37. 3.The Effect Of Experience • Learning is a change in behaviour as a result of experience • Suggested Activity: To investigate learning using a finger maze

38. Effect Of Practice On Motor Skills A motor skill is a function, which involves the precise movement of muscles in order to perform a specific act. The repeated use of a motor skill results in a motor pathway in the nervous system being established Practice improves performance as neural pathways are established Repetition of the skill is thought to increase synaptic connections between neurons. This leads to formation of a ‘motor memory’

39. Imitation • Suggested activity: To investigate the speed of performance of a task by following instructions and by imitation. • Human behaviour maybe learned by observation and imitation. • When faced with a new task e.g. learning how to use a smart phone it is much easier and takes less time to learn by watching and imitating an expert than reading a manual. • Imitation is effective method of learning if the expert allows the learner to repeat task. • Copying a demonstration is the preferred method of learning a new skill. • Most people learn a new task more quickly by imitating an expert than following instructions

40. Trial and Error Learning • Trial and Error Learning is the process of finding a solution to a problem by trying many possible solutions and learning from mistakes until a way is found.

41. Trial and Error Learningin Rats • Watch the video clip of research carried out at Yale University (1948) and answer the following questions: • 1.What is difference in the rats? • 2.Which rat is more active and why? • 3.What is the motivation to learn? • 4. Why does the rate of learning increase? • 5. What are the ‘crucial factors’ in learning • http://www.youtube.com/watch?v=L-DgV2vixSo

42. Reinforcement • Animals are motivatedto learn by factors such as hunger and thirst. • The hungry rat’s behaviour was rewarded by food –positive consequence. • The behaviour is repeated and as result becomes reinforced. • Reinforcement is the process that makes an organism tend to repeat a certain piece of behaviour. • The reinforcer increases the probability of response being repeated.

43. Shaping • Shaping is the process by which a desired pattern of behaviour is eventually obtained from the learner by the trainer reinforcing successive approximations of the desired response. Example - The proper use of a fork and knife by a child has almost no probability of occurring of its own accord. By using shaping, the parents direct the child’s behaviour along a desired route by praising (reinforcing) those responses that are approximations of the required response. Reinforcement of responses that are successively more and more similar to final desired response results in the child learning the new skill e.g. toilet training, learning to dress, tying shoe laces.

44. Extinction of Behaviour • Extinction is the name given to the eventual disappearance of a behaviour pattern when it is no longer reinforced. • Consider the rat that learned that pressing the lever gives it food every time. How would it’s behaviour change if pressing the lever failed to give it food? • Eventually the rat does not press the lever at all and the learned behaviour pattern becomes extinct.

45. Learning • Case study: Find out about studies of rewarded and unrewarded behaviour and shaping in learning. • Reinforcement, shaping and extinction of behaviour are part of trial and error learning. • Reinforcement is when behaviour patterns that have a positive consequence for the individual are likely to repeated. • Shaping is rewarding of behaviour that approximates to the desired behaviour. • Extinction happens when behaviour patterns are not rewarded and so are likely to disappear.

46. Generalisation and Discrimination • Generalisation is the ability to respond in the same way to many different but related stimuli.

47. Generalisation Experiment (John Watson’s Baby Albert Experiment What conclusions can be drawn from the above results? The baby developed an aversion to white rats and a fear of many furry objects. The spread of response to different but related stimuli is an example of generalisation.

48. Discrimination • Discrimination is the ability to distinguish between related stimuli and give different responses. • Discrimination is taught by reinforcing the desired response. • Example; • Mother responding to a baby with hugs and kisses when addressed as mama but the father not responding in the same way when addressed as mama. • The baby is soon able to tell the difference between similar stimuli but give a different response. • The baby has learned to discriminate.

49. Discrimination • Learning to discriminate is an essential part of a child’s preparation for coping with everyday life. Generalisation and Discrimination Generalisation and Discrimination may result in for example a child who has been bitten by dog to fear all dogs ( generalisation ) or only to fear large dogs (discrimination).

50. Questions 1 1. What is learning? 2. Give the definition of a motor skill. 3. Describe how to improve the repeated use of a motor skill. 4. Describe what is established with the repeated use of a motor skill. 5. Give the meaning of imitation. 6. Give the meaning of trial and error learning. 7. How can human behaviour be learned. 8 What is the meaning of reinforcement