1. Social & Emotional Development Chapter 10

2. Processes in Social Behavior -Social Behavior as Operant Interactions H : H Bert's Contingency: H Sees Ernie → "Hi Ernie" → E. smiles H Sd → R → S+r H ( Setting Event = Walking along) H Ernie's Contingency: H "Hi Ernie“ → E smiles→ Bert Smiles H Sd → R → S+r H (Setting Event = In a good mood) H

3. The Function of Social Behavior

4. Phylogenic Contributions to Social Development H Physical Characteristics H Social Reflexes –Facial Expressions – Reflexive Crying H Neonatal Imitation

5. Ontogenic Contributions H Social Behaviors H Reinforcement H Proximity H Attention H Affection H Observational Learning

6. Social Reinforcement H Secondary Reinforcers H Paired with Primary Reinforcers

7. Proximity H Reinforcer - The nearness of you

8. Attention H Mand for Mom –Verbal behavior reinforced by mom doing something H Ways of Reducing Mands for Attention

9. Ways of Reducing Mands for Attention H DRO – Differential Reinforcement of Other behavior –Incompatible response technique –Strengthens more desirable behavior –Doesn’t produced deprivation of reinforcer H Positive (Presentation) Punishment – Not recommended –Ethical? Escape H Negative Punishment (By Loss) (Weak if delayed) –Loss of privileges –Time-out

10. Affection H Usually reinforces desirable behavior

11. Observational Learning Traditional Approached H Distinction between –Learning –Performance H Direct reinforcement affects performance H Vicarious consequences affect learning –Vicarious reinforcement –Vicarious punishment

12. An Operant Approach to Observational Learning H 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

13. Observational Learning of Respondents - Emotional Behavior H Other’s emotional response serves as UCS for emotional response (UCR) H Stimulus (NS) paired with other’s emotional response (UCS) becomes CS producing emotional response (CR)

14. Prosocial Transactions - Intuitive Parenting H 1.Creating and maintaining an awake state. H 2. Presenting a simple structure of stimuli and learning trials. H 3.Providing a large number of repetitions of trials. H 4.Gradually ordering of tasks so that there is increasing complexity. H 5.Using adequate reinforcers. H 6.Being sensitive to feedback signals indicating the child's limits of tolerance.

15. Social Behaviors in Infancy H Attachment H Separation Protests H Touch H Fear H Social Referencing H Sibling Rivaly H Empathy H Morality

16. Attachment H Organized pattern of behavior directed toward one or more individuals. H Result of phyologenic & ontogenic factors H Ontogenic – reinforcement of proximity, imitation, and identification behaviors16

17. Reinforcement of Separation Protests H Loss of primary caregiver results in loss of reinforcers– extinction burst H Study by Gewirtz & Pelaez-Nogueras H Baseline- noncontingent reinforcement— protests were low H Contingent reinforcement by mothers of protests – protests increase H Noncontingent (reversal) – Protest decrease

18. Social Referencing

19. Separation Protests Gewirtz & Pelaez-Nogureras (1996)

20. The Power of Touch

21. Touch-No Touch: (N=(8) Syncrhronized Reinforcement

22. Fear of Dark

23. Fear of Strangers

24. Infant Carrying Positions H Facing Inward Facing Outward

25. Morality H Direct Contingency-shaped behavior H Rule-governed behavior H Learns difference between –Immediate direct consequences –Remote, delayed, indirect consequences H Tracking – tracking or following actual contingencies rather than just follow rules H Pliance – complying with the rules in spite of discrepancies with actual contingencies.

26. Morality Behavior-Analytic Approach H An increasingly sophisticated repertoire of behaviors to further one’s long-term interests based on predicted outcomes. H An organized system of rule governed behavior that controls behavior patterns that society considers “moral”. H Develops from the interaction of the child and environment in active interaction. H Context is crucial

27. A Cognitive View of Morality Kohlberg’s Theory H Moral Reasoning (Not necessarily behavior) H Level I – Preconventional Morality –Stage 1) Tangible consequences –Stage 2) Hedonistic get rewards/avoid pun H Level II - Conventional Morality –Stage 3) Follows rules to get social approval –Stage 4) Follow conventional rules to support social order H Level III – Postconventional Morality –Stage 5) Have a social contract to do what is right –Stage 6) Universal principles of justice, democracy, etc.

28. Taxonomy of Moral Rules (Pelaez & Moreno) H Explicit vs. Implicit H Accurate vs. Inaccurate (false or inconsistent) H Complex (multiple contingencies) vs. Simple (single contingency) H Other vs. Self-Derived source H 16 possible combinations.

29. Development of Rule Compliance & Self-Instruction H 1. Early – Parents prompt & reinforce compliance to simple rules. H 2. Generalized compliance (rule following becomes response class). H 3. Others (e.g., teachers, grandparents) add rules. Child learns to discriminate which rules will have consequences. H 4. Adults prompt child to give own rules (self- instruction). H 5. Self-instruction generalizes to novel situations – Generalized self-instruction.

30. Morality- Kohlberg

31. Morality – A Taxonomy