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Social & Emotional Development. Chapter 10. Processes in Social Behavior -Social Behavior as Operant Interactions. : Bert's Contingency : Sees Ernie → "Hi Ernie " → E. smiles Sd → R → S+r ( Setting Event = Walking along) Ernie's Contingency :
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Social & Emotional Development Chapter 10
Processes in Social Behavior -Social Behavior as Operant Interactions • : • Bert's Contingency: • Sees Ernie →"Hi Ernie" →E. smiles • Sd → R →S+r • ( Setting Event = Walking along) • Ernie's Contingency: • "Hi Ernie“ → E smiles→Bert Smiles • Sd →R →S+r • (Setting Event = In a good mood)
Phylogenic Contributions to Social Development • Physical Characteristics • Social Reflexes • Facial Expressions • Reflexive Crying • Neonatal Imitation
Ontogenic Contributions • Social Behaviors • Reinforcement • Proximity • Attention • Affection • Observational Learning
Social Reinforcement • Secondary Reinforcers • Paired with Primary Reinforcers
Proximity • Reinforcer - The nearness of you
Attention • Mand for Mom • Verbal behavior reinforced by mom doing something • Ways of Reducing Mands for Attention
Ways of Reducing Mands for Attention • DRO – Differential Reinforcement of Other behavior • Incompatible response technique • Strengthens more desirable behavior • Doesn’t produced deprivation of reinforcer • Positive (Presentation) Punishment – Not recommended • Ethical? Escape • Negative Punishment (By Loss) (Weak if delayed) • Loss of privileges • Time-out
Affection • Usually reinforces desirable behavior
Observational LearningTraditional Approached • Distinction between • Learning • Performance • Direct reinforcement affects performance • Vicarious consequences affect learning • Vicarious reinforcement • Vicarious punishment
An Operant Approach to Observational Learning • Generalized imitation • Imitation (matching form of response) a response class • Class assembled because some (not all) matching behaviors are reinforced • Counterimitation – reinforced for different behavior than model • So called “vicarious reinforcement” is actually an Sd cuing operant matching behavior
Observational Learning of Respondents - Emotional Behavior • Other’s emotional response serves as UCS for emotional response (UCR) • Stimulus (NS) paired with other’s emotional response (UCS) becomes CS producing emotional response (CR)
Prosocial Transactions - Intuitive Parenting • 1. Creating and maintaining an awake state. • 2. Presenting a simple structure of stimuli and learning trials. • 3. Providing a large number of repetitions of trials. • 4. Gradually ordering of tasks so that there is increasing complexity. • 5. Using adequate reinforcers. • 6. Being sensitive to feedback signals indicating the child's limits of tolerance.
Social Behaviors in Infancy • Attachment • Separation Protests • Touch • Fear • Social Referencing • Sibling Rivaly • Empathy • Morality
Attachment • Organized pattern of behavior directed toward one or more individuals. • Result of phyologenic & ontogenic factors • Ontogenic – reinforcement of proximity, imitation, and identification behaviors16
Reinforcement of Separation Protests • Loss of primary caregiver results in loss of reinforcers– extinction burst • Study by Gewirtz & Pelaez-Nogueras • Baseline- noncontingent reinforcement—protests were low • Contingent reinforcement by mothers of protests – protests increase • Noncontingent (reversal) – Protest decrease
Infant Carrying Positions • Facing Inward Facing Outward
Morality • Direct Contingency-shaped behavior • Rule-governed behavior • Learns difference between • Immediate direct consequences • Remote, delayed, indirect consequences • Tracking – tracking or following actual contingencies rather than just follow rules • Pliance – complying with the rules in spite of discrepancies with actual contingencies.
MoralityBehavior-Analytic Approach • An increasingly sophisticated repertoire of behaviors to further one’s long-term interests based on predicted outcomes. • An organized system of rule governed behavior that controls behavior patterns that society considers “moral”. • Develops from the interaction of the child and environment in active interaction. • Context is crucial
A Cognitive View of MoralityKohlberg’s Theory • Moral Reasoning (Not necessarily behavior) • Level I – Preconventional Morality • Stage 1) Tangible consequences • Stage 2) Hedonistic get rewards/avoid pun • Level II - Conventional Morality • Stage 3) Follows rules to get social approval • Stage 4) Follow conventional rules to support social order • Level III – Postconventional Morality • Stage 5) Have a social contract to do what is right • Stage 6) Universal principles of justice, democracy, etc.
Taxonomy of Moral Rules(Pelaez & Moreno) • Explicit vs. Implicit • Accurate vs. Inaccurate (false or inconsistent) • Complex (multiple contingencies) vs. Simple (single contingency) • Other vs. Self-Derived source • 16 possible combinations.
Development of Rule Compliance & Self-Instruction • 1. Early – Parents prompt & reinforce compliance to simple rules. • 2. Generalized compliance (rule following becomes response class). • 3. Others (e.g., teachers, grandparents) add rules. Child learns to discriminate which rules will have consequences. • 4. Adults prompt child to give own rules (self-instruction). • 5. Self-instruction generalizes to novel situations – Generalized self-instruction.
