Socialization: Media and Peers Chapter 16

Media Ownership 1945: 1% of homes 1945: 1% of homes 1950: about 10% 1950: about 10% 1955: about 60% 1955: about 60% 1960: almost 90% 1960: almost 90% 1980: almost 98%; 52% more than one 1980: almost 98%; 52% more than one Current numbers are slightly higher Current numbers are slightly higher

Figure Average number of hours per day that American children and adolescents spend watching television. FROM LIEBERT & SPRAFKIN, 1988.

Development of Television Literacy Development of Television Literacy –Ability to understand –Prior to 8 or 9, process content in a piecemeal fashion Explicit vs. implicit information Explicit vs. implicit information –2nd, 5th, and 8th graders were shown a film

In moderation, not likely to impair In moderation, not likely to impair –Cognitive growth –Academic achievement –Peer relations

Televised Aggression Possible effects: Possible effects: –direct imitation –general increase –desensitization

Methodological Problems Experimentation Experimentation –Ethics –Overexposure Observation Observation

Televised Violence 58% of programs between 6 am and 11 pm contain violent scenes, often in the form of repeated aggressive acts against a victim that go unpunished 58% of programs between 6 am and 11 pm contain violent scenes, often in the form of repeated aggressive acts against a victim that go unpunished 73% of the violent scenes had a perpetrator who neither displayed remorse nor received any penalty or criticism 73% of the violent scenes had a perpetrator who neither displayed remorse nor received any penalty or criticism Most don’t show victims experiencing serious physical harm; few condemn violence or depict alternative ways of solving problems Most don’t show victims experiencing serious physical harm; few condemn violence or depict alternative ways of solving problems Over 1/3 embedded in humor, rises to 2/3 for children’s shows Over 1/3 embedded in humor, rises to 2/3 for children’s shows 9% above average in children’s programming 9% above average in children’s programming

TV violence instigate aggression? TV violence instigate aggression? –Positive correlation –Experimental results –Longitudinal studies

Research – Experimental Bandura: Bobo doll studies Bandura: Bobo doll studies –Reward or no consequence imitated a lot, those who saw punishment didn’t –Similar results with cartoons –Criticisms  Used doll instead of human victim  Didn’t use real TV shows

Research – Experimental Liebert & Baron (1972) Liebert & Baron (1972) –5-6, & 8-9 y/o watch 6 minutes of TV –experimental:  chase, 2 fist fights, 2 shootings, and a knifing –control:  sports program – track and field events –Box with red and green buttons –Choice of toy (violent, nonviolent)

Research – Observational try to document relationship between naturally occurring TV viewing and naturally occurring violence try to document relationship between naturally occurring TV viewing and naturally occurring violence several studies have found a relationship between a preference for violent TV programs and the level of aggression several studies have found a relationship between a preference for violent TV programs and the level of aggression

Other Effects of Televised Violence Approval of Violence Approval of Violence –Mean-world beliefs Desensitization Hypothesis Desensitization Hypothesis

Commercials Desire for product Desire for product Request for advertised product Request for advertised product Consumption of advertised product Consumption of advertised product

Social Stereotypes Gender stereotypes Gender stereotypes –Generally negative, can be a positive influence if roles are reversed Stereotyped views of minorities Stereotyped views of minorities –Usually negative –However, if portrayals are positive, can reduce stereotyping

TV and Children’s Health One of the strongest predictors of future obesity is the amount of time spent watching TV One of the strongest predictors of future obesity is the amount of time spent watching TV Also promotes poor eating habits Also promotes poor eating habits –Snacking during TV, eat what is advertised

Beneficial Effects of TV Educational Television and Children’s Prosocial Behavior Educational Television and Children’s Prosocial Behavior –Watching prosocial programming lead to more prosocial behavior  Only lasting effects if adult monitors programs and encourages actions

Beneficial Effects of TV Television as a Contributor to Cognitive Development Television as a Contributor to Cognitive Development –Limited research on very young children –Preschool children – Sesame Street  Improved cognitive skills –Numbers, letters, vocabulary, classification, ordering –Beneficial for all children, regardless of SES

Computers 1996: over 98% American public schools used as instructional tools 1996: over 98% American public schools used as instructional tools 2003: over 60% American homes; over 50% homes with internet 2003: over 60% American homes; over 50% homes with internet

Computers Computer-assisted instruction – Computer-assisted instruction – –Learn more, enjoy school more –Discovery programs presented as games are best –Word processing programs  Increases writing skills –Computer programming  Facilitates cognitive and metacognitive development

Computers Concerns about Video Games Concerns about Video Games –Moderate correlation between playing violent video games and real-world aggression –Actively involved in performing violence –Reinforced for successful symbolic violence –May be more serious than TV violence

Computers Concerns about Social Inequalities Concerns about Social Inequalities –Economically disadvantaged families may not have a computer at home –Boys were more interested in computers  Gender gap has disappeared

Computers Concerns about Internet Exposure Concerns about Internet Exposure –Web exposure helps with research for school topics –Chat rooms can lead to cybersexual relationships and potential exploitation –Web is a recruiting tool for cults and hate organizations

Figure 16.7 Developmental changes in children’s companionship with adults and other children. ADAPTED FROM ELLIS, ROGOFF, & CROMER, 1981.

Importance of Peers Harlow Harlow Anna Freud & Sophie Dann Anna Freud & Sophie Dann

Developmental Course of Peer Relationships 0-2 months 0-2 months 3-4 months 3-4 months 6 months 6 months 6-12 months 6-12 months Second year Second year 2-5 years 2-5 years

Peers – Play Sociability during the Preschool Period Sociability during the Preschool Period –Nonsocial activities –Onlooker play –Parallel play –Associative play –Cooperative play Play also becomes more cognitively complex with age Play also becomes more cognitively complex with age –Predicts future social competencies

Heather:My mother yelled at me. Let’s say you gave me a spanking, Kathy O’Neil Heather:My mother yelled at me. Let’s say you gave me a spanking, Kathy O’Neil Kathy:No, my name is Annie Kathy:No, my name is Annie Heather:Let’s say you gave me a spanking. And I call you mom. Heather:Let’s say you gave me a spanking. And I call you mom. Andy:(talking on phone):Hi, Kathy… Andy:(talking on phone):Hi, Kathy… Heather:No, her name is Annie Heather:No, her name is Annie

Boy playing father. Girl playing mother. Boy playing father. Girl playing mother. –Boy: So long. I’ll see you later. It’s time to go to work. –Girl: Hey, wait for me! I gotta go to work too! –Boy: Hey, my mom don’t work…you stay here. –Girl: Well my mom works…lotsa womens works you know. My mom is a perfessor at the college. –Boy: O.k. then, just hurry so we won’t be late. Are you sure you wanna work?

Functions of play in early childhood Functions of play in early childhood –Play in individualistic societies teaches children to be individuals –Play in collectivistic societies teaches children to keep egos under control, promotes group harmony –Teaches effective communication –Provides chances for compromise –Allows for emotional understanding

Peer Sociability in Middle Childhood and Adolescence Peer Sociability in Middle Childhood and Adolescence –6-10 years – like formal games –Contacts occur in peer groups  Interact on a regular basis  Provide a sense of belonging  Formulate norms  Develop a hierarchical organization

Friendships Gottman – recorded conversations of friends Gottman – recorded conversations of friends –3-7 –8-12 –13-17

Early adolescence Early adolescence –Form cliques – 4-8 same-sex members sharing values Midadolescence – same-sex cliques interact forming heterosexual cliques Midadolescence – same-sex cliques interact forming heterosexual cliques Cliques may also merge into crowds – similar attitudes and activities Cliques may also merge into crowds – similar attitudes and activities –Help form an identity, pave way for dating relationships

Dunphy: observed adolescents Dunphy: observed adolescents –isolated unisexual cliques –unisexual cliques in group interaction –upper status members form heterosexual clique –Crowd –disintegration of crowd

Peer Acceptance and Popularity Positive Nominations Positive Nominations Rating Scale Rating Scale positive nominations – index of number of friends positive nominations – index of number of friends rating scale – measure of overall acceptability, likeability rating scale – measure of overall acceptability, likeability

Peer Acceptance and Popularity Popular Popular Rejected Rejected Neglected Neglected Controversial Controversial Average-status Average-status

Why Are Children Accepted, Neglected, or Rejected by Peers? Why Are Children Accepted, Neglected, or Rejected by Peers? –Parenting styles - warm, sensitive and authoritative parenting results in likeable children –Temperamental characteristics -  Irritable, impulsive children may have negative reactions with peers, causing rejection

Cognitive Skills Cognitive Skills –Popular children have well-developed role- taking skills –Rejected children tend to score lowest on IQ tests Social Behaviors Social Behaviors –Popular children are warm, cooperative, and compassionate

Neglected children are often shy or withdrawn, but have good social skills Neglected children are often shy or withdrawn, but have good social skills –Worry about their social anxiety Rejected-aggressive children Rejected-aggressive children –Alienate peers by forcefully dominating them –Overestimate popularity Rejected-withdrawn children Rejected-withdrawn children –Socially awkward, immature, react to criticism with aggression –Withdraw when they begin to be actively excluded

Differences Between Popular and Unpopular Children Gottman: observed K-4 in four situations Gottman: observed K-4 in four situations –Popular with popular –Unpopular with unpopular what do children do when entering a group of children who are already playing together? what do children do when entering a group of children who are already playing together?

Teaching Social Skills Asher: 3rd and 4th graders were given 6 sessions of coaching over a 4 week period Asher: 3rd and 4th graders were given 6 sessions of coaching over a 4 week period –results: improved ratings on “play with” question at end of training and one year later Hartup – 3 to 6 year olds Hartup – 3 to 6 year olds