Chapter 9 Language Development
Phonology; 1st governing structure and speech patterns; how I know when a sounds ends a word and starts one Page 358
Semantic: 2nd the way underlying concepts are 3expressed in words and word combinations. Versatile vocabulary Page 358
Grammar: 3rd syntax: rules by which words are arranged into sentences and morphology: grammatical markers indicating active or passive voice
Nativist: (Chomsky) account that has language as a uniquely human accomplishment; children assume much for their own language growth. All children have an innate language acquisition device (LAD) system that permits them to once they have a sufficient vocabulary to combine words grammatically. There is universal grammar: built in storehouse of rules that apply to all human languages. Sharp contrast to behaviorist it is based on the idea that language will be acquired.
Even chimps can not acquire as much language as a preschool child
Language areas in the brain
Sensitive period for language development
Children who learn two languages in early childhood separate the language systems from the start and acquire each according to a typical timetable. When school-age children acquire a second language after mastering the first, they take five to seven years to attain the competence of native-speaking age mates. Bilingual children sometimes engage in code switching between the tow language. Bilingual children are advanced in cognitive development and met linguistic awareness-advantages that proved strong justification for bilingual education programs in schools.
Behaviorist: (Skinner) is learned through operant conditioning; baby makes sounds and parents correct them or reward proper sounds for words such as food, eat, please, and hug
Infants: communicate by making eye contact; joint attention: in which the child attends to the same object or event as the caregiver, who labels it, contributes greatly to early language development.
Common language errors:
overextension: applying a word to a broader collection of objects: “car” for buses
under extension: apply words too narrowly “bear” is only his only single stuffed teddy bear
over regularization: a regular grammar rule to the exception; “my toy car breached”
Language development strategies:
Coining:
Telegraphic speech: focus on high-content words and omit smaller ones: “Tommy hit” or “give cookie”
Syntactic bootstrapping: combine words with “similar qualities” “this is a citron one,” told about a car and then again, “that lemon is bright citron,” to concluded the meaning
Metaphors:
Fast mapping: connect a new word with underlying concept after only being exposed briefly
Comprehension/production: comprehension develops ahead of production
Adult Repetition: repeats baby sounds back to the child: “joy joy”
Recasts: restructuring inaccurate speech into correct forms “joy”
Expansion: elaborating on children’s spec, increasing its complexity “joy is your aunt, that means she is your dad’s sister,”
Shared reading with parents
Referential styles of language:
Expressive styles of language:
Chapter 10
Functions of emotions: happiness leads you to approach, sadness to withdraw, fear to actively move away, anger to overcome, expresses your readiness to establish or change your relation to environment as a matter of importance to you
Infants and emotions: the basic emotions are present in even primates, and babies begin to do the social smile: broad grin
Emotional self-regulation: strategies used to adjust intensity/duration of emotional reactions to an acceptable level to get goals
Emotional display rules: specify when, where, and how it is appropriate to express emotions
social referencing: relying on another person’s emotional reaction to appraise an uncertain situation; how mom reacts is how baby does
Temperament: easy 40% quickly establishes regular routines in infancy, cheerful, adaptable
Difficult 10% irregular daily routines, slow to accept new experiences, reacts negatively/intensely
Slow-to-warm-up: 15% inactive, shows mild, low-key reactions to stimuli, slow to adjust
Inhibited/shy children react negatively to and withdraw from novel stimuli
Uninhibited/sociable child display positive emotion to novel stimuli
There does seem to be a genetic link with temperament and identical twins; the Chins babies react to stimuli differently than the white American babies do
Goodness-of-fit model: temperament and environment together can produce favorable outcomes; creating child-rearing environments that recognize each child’s temperament while encouraging more adaptive functioning.
Attachment: stung, affectionate tie we have with special people in our lives, leads us to experience pleasure when we interact with them and have comfort at their nearness
bowl by’s ethological theory: ethological theory of attachment: recognizes the infant’s emotional tie to the caregiver as an evolved response that promotes survival, is the most widely accepted view.
Reattachment phase birth to six weeks built in signals (grasping, smiling, crying) to bring in adult and survive
Attachment in the making six to eight months respond differently to familiar caregiver that to a stranger; smiles more at mother, quiets more for parents than babysitter
Clear-cut attachment six to eight moths to eighteen months to two years attachment is clear to caregiver. Experience stranger anxiety; and use mother as a secure base
Formation of reciprocal relationships: trust swim teacher
Strange situation:
Secure base: use parent for trust and support
Avoidant attachment: unresponsive to mother leaving or returning
Resistant attachment: before separation infant wants closeness, can not be soothed by stranger, and when parent returns they are a combine reaction of anger and want
Disorganized/disoriented attachment: abusive situation
Sensitive care giving; responding promptly and consistently and appropriately to infants and holding them tenderly and carefully creates healthy attachment
Family plays: parents with healthy relationship can develop healthy relationship with baby
Chapter 11
I-self, me-self
The I the identity: how the eye perceives the self in a mirror
The Me is the painting of oneself: what the eye paints on the mirror
Social cogitation: how children come to understand their multifaceted social world; interpret experiences about self
Self-recognition: identification of the self as a physically unique being
Inner self: private thoughts and imaginings
Remembered self: an autobiographic memory of self
Early childhood: I’m Tommy. See, I got this new red T-shirt. I’m four. I can wash my hair. I like Toy trucks.
Three ½ to five typical emotions also: I’m happy when I am at grandma’s house
Four: “I’m shy”
Middle childhood: able to place self in perceived categories
Self-esteem over time:
1-2 expressions of pleasure in mastery are evident, sensitivity to adults’ evaluation appears
3-5 self-esteem is typically high/self-evaluations. All people who try hard are smart, can run fast
6-10 hierarchically organized; separate into academic, social, athletic, decline in levels of self-esteem then rise
11 to adulthood dimensions added (romance, friendship) continue to rise
Achievement motivation: tendency to persist a challenging task
Learned helplessness: attribute failures to ability. When succeed believes it is only because of external not internal
Incremental: I can get better through effort
Entity: I cannot improve ever
Mastery-oriented attributions: crediting success to ability and that there is improvement
Chapter 12
Freud’s comes from wanting to be like the father or the mother
Piaget’s: asked Swedish children questions
Heteronymous morality: 1st stage view rules as handed down by authorities (God, parents, and teachers) with a permanent existence that is unchangeable
Realism: tendency to view mental phenomena including rules as fixed
Reciprocity: golden rule “do unto others as you would have them do unto you
Autonomous morality: rules are not fixed but guidelines
Kohlberg: Heinz dilemma PAGE 498
Muriel’s Domain
Moral: protect peoples’ rights
Social: customs and culture such as table manners
Personal: hairstyle, friends, room clean
Chapter 13
Gender identity: perception of the self as relatively masculine or feminine in characteristics
Gender roles: reflection of stereotypes in behaviors
Gender stereotyping: boys work women are mothers
Gender stereotype flexibility: increased dramatically from age seven on; as they realize that gender does not determine personality; but take a harsh view of children breaking the rules; boys don’t play with dolls
Parents and gender discrimination: younger children receive more rearing in gender rolls than childhood
Androgyny: scoring high on both masculine and feminine personality characteristics
Gender labeling
During the early preschool years, children can Babel their own sex and that of others correctly
Gender constancy: a full understand of the biologically based presence of their gender that combines gender labeling, gender stability, and gender consistency
Gender stability: at this stage children have a partial understanding of the permanence e of sex in that they grasp its stability over time: boys become men but still believe that changing hairstyle can change a person’s sex
Gender consistency: late preschool years sex is biologically based and will be the same, but people can cross dress
Gender intensification: increased gender stereotyping of attitudes and behavior and movement toward a more traditional gender identity strongest for early adolescent girls (facials in jar high, but not now)
Gender Schema theory is an information processing approach that explains how environmental pressures and children’s cognition work together to ship gender. PAGE 547
Monday, November 8, 2010
Saturday, November 6, 2010
Self-control (resistance to temptation)
o accomplish the higher priority goals, individuals need to resist the momentarily salient yet lower priority temptations with which the more important goals are in conflict. Our analysis, then, assumes that temptations are defined within a given situation and with respect to the longer term goals at hand. For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states.”
There is, as the saying goes, often a price for success: In striving to attain our long-term dreams and ambitions, we often must forgo momentary pleasures and amusements. Psychologists have long recognized that these little sacrifices typically are not easy, as the lure of momentary temptations can be pervasive. How do we stay the course and finish a long paper when we could be watching must-see TV? How do we forgo a dinner with friends to stick with our workout schedule? As these examples demonstrate, everyday choice and behavior often involve a struggle between opposite behavioral tendencies. Whereas all goals represent desirable end states that individuals would ordinarily wish to approach, many important, long-term goals require that individuals give up other, relatively lower priority pursuits that might otherwise hinder the attainment of these enduring goals. We label such obstacles temptations, and, in line with previous conceptualizations, in the present analysis we assume that people come to avoid temptations and approach overarching goals through the processes of self-control Fishbach, Ayelet, Shah, James Y(2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832. Retrieved from http://sfx.lib.byu.edu/index.php
Distributive Justice (Vacanation distribution aka healthcare)
For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states. Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press. Retrieved from http://sfx.lib.byu.edu/index.php
A simple stylized example illustrates both points
and serves to fix ideas for purposes of the argument to come. Imagine that a population of ten million persons faces a one in five chance of an epidemic outbreak of an infectious disease. If an epidemic occurs and nothing is done to combat the disease, two-anda- half million persons will eventually become infected. Suppose further that the disease may be contained in two ways. First, quarantining the first one million persons who are exposed will protect the remaining nine million from exposure, although at a cost: 650 thousand of the quarantined persons will contract the disease;'^ and all one million will bear the urdens of confinement, which are l/lO the burden of suffering the disease. Second, vaccinating the entire population in advance of any outbreak can prevent infections entirely, although the vaccinations are themselves burdensome. They are expensive and painful and, more importantly, involve significant medical side effects. The per-person burden of vaccination is 1/40 as bad as suffering the actual disease. Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344. Retrieved from http://sfx.lib.byu.edu/index.php
Honesty (not cheating on a test)
Unfortunately, academic dishonesty in college is widespread. Though the percentage of undergraduate students reporting that they have cheated at least once during their college careers has remained consistent at about 80% over 30 years, the severity of cheating (e.g., percentages of students engaging in more "serious" cheating such as exam cheating) has increased substantially (Bowers, 1964; Brown & Emmett, 2001; McCabe & Klebe-Trevino, 1997; Spiller & Crown, 1995). In a recent study, Carpenter, Harding, Finelli, Montgomery, and Passow (2006) found that more than 96% of the engineering students reported engaging in at least one behavior they defined as either cheating or unethical while in college. It is not that these students did not understand what cheating was or even had difficulty establishing what behaviors were ethical; rather, the vast majority of students participating in the study were willing to engage in a behavior they recognized and defined as ethically wrong. Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32 (4), 441-468. Retrieved from http://sfx.lib.byu.edu/index.php
violations of good conduct result from a progressive moral failure that
causes them to become insensitive to or tolerant of low-level ethical violations. They
begin to feel they are doing what everyone else is doing, blaming others for their own
transgressions and fearing retaliation for confronting moral failure. Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39 (2), 243 -248. Retrieved from http://sfx.lib.byu.edu/index.php
Ability to develop intimate friendships (hope of having a lasting marriage)
In the “State of Our Unions” project report (Whitehead & Popenoe, 2006), teens were
asked about their beliefs concerning marriage, family, and monogamy. The results suggested
that the great majority of them do want to get married some day and feel that marriage and
family life is “extremely important” (82% for females, and 70% for males). However, only 63%
8 of adolescent females and 57% of adolescent males think it is very likely that they will stay
married to the same person for their whole lives. Even more disturbing is the fact that only 32%
of high school senior females and 38% of high school senior males stated that they “agreed or
mostly agreed that most people will have fuller and happier lives is they choose legal marriage
rather than staying single or just living with someone” (Whitehead & Popenoe, 2006). Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents) : an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University. Retrieved from http://sfx.lib.byu.edu/index.php
Friendship will motivate one to cross the room one day and say, "I'm sorry; I didn't mean that." It will not pretend perfection nor demand it. It will not insist that both respond exactly the same in every thought and feeling, but it will bring to the union honesty, integrity.
Hanks, Marion D. (1984). Marriage> Latter Day Saints General Conference. October. 47. Retrieved from http://sfx.lib.byu.edu/index.php
Turn About
Students of ‘interview’ behavior, and such two-arty conversation as approximates it in form, have concerned theselves with the distribution of talk among the parties, the distribution of silences, the sequences in which the talk shifted from one to another or was rtained by a single party, and the way such transfer or retention was coordinated. Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50 (4), 696-735. Retrieved from http://www.jstor.org
This is an organization of practices designed to allow routine achievement of what appears to be overwhelmingly the most common default “numerical” value of speakership in talk-in-interaction: one party talking at a time. This is a matter not so much of politeness as of the constitutive features of commonplace talk-in-interaction, as an enabling institution for orderly commerce between people. Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63. Retrieved from http://www.jstor.org
Sharing/Giving
Sharing behavior demands the sacrifice
of material possessions by the sharer for
the benefit of others. In situations in which
limited resources are to be shared, interests
of the self and others are placed in direct
confiict. Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57 (2), 387-395. Retrieved from http://sfx.lib.byu.edu/index.php
explained that she would show slides of pairs of pictures, and that the subject was to indicate with a pointer which of the two forms on each slide was the larger. She further explained that each correct answer would be rewarded with a token, that the tokens would be exchanged later for a prize, and that the more tokens one had, the better the prize would be. Thus, choosing the correct form was presented as the primary task at hand. Every child viewed eight slides, earned eight tokens, was directed to sign her name on a sheet of paper (this operation serving only to allow the experimenter time to depart from the trailer in the no surveillance condition), and to share or not share, as she chose. The child was also instructed to go into the back room when she finished, where the assistant would exchange her tokens and escort her back to the classroom. The sharing opportunity was always presented by the experimenter giving the following permissive instruction: But before you trade your tokens, you might want to put some of them into this can for
children at another school who won't have the chance to earn tokens. If the children are given enough tokens, we'll give them some prizes, too, but you don't have to give any if you don't want to. Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6 (3), 402-408
Handle conflict with others (art of compromising in situations)
Compromising (assertiveness and cooperativeness).
A compromising person finds a mutually acceptable solution that is agreeable to both parties. Compromising contains the same dimensions as collaborating but the dimensions are considered intermediate assertiveness and cooperativeness Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16 (8), 974 -83. Retrieved from http://sfx.lib.byu.edu/index.php
We defined conflict ending as the point at which the parents stopped interacting at the current time, and so parents' reports reflected discrete episodes rather than a general atmosphere in the home. Both fathers and mothers completed the home reports, but for ease of presentation, and because responses and the pattern of results were generally quite consistent across reporters (see Cummings et al., 2003), mothers' records are used exclusively in the current report.
Using a checklist format, mothers indicated (i.e., endorsed or did not endorse) what they and their spouses did to end each conflict interaction, including apologize, compromise, give in, agree to disagree, and withdraw. Mothers also rated the degree of their own and their spouses' angry, sad, fearful, and positive emotional expression, on 10-point scales ranging from 0 (none) to 9 (high). Their ratings of their emotions and behaviors during conflicts, which are described elsewhere (Cummings et al., 2003), were also included for selected analyses reported below. Mothers also rated the extent to which the problem was worked out, on a 10-point scale from 0 (none) to 9 (high).
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21(4), 744 -753. Retrieved from http://sfx.lib.byu.edu/index.php
Formation of a reciprocal relationship
Examines the reciprocal relationship between conceptual models of learning and nursing practice. Social mission of nursing; Formulations of conceptual model used in nursing practice; Development of patient classification systems guided by conceptual models. Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17(2), 224-228. Retrieved from http://sfx.lib.byu.edu/index.php
These point to all manner of connections and contacts between the two parties. Relations developed haphazardly and were unstructured. No set procedures regarding the transmission of information from policemen to journalists, and no routine system of briefing or press
officers existed in the period under review. The evidence shows, however, that these links gradually became more intensive, albeit not always congenial, as will be discussed below.
Required to be in the proximity of law enforcers who would feed them nformation, insights and good stories, journalists gradually developed a wide range of contacts with detectives. Some links were occasional and ad hoc, while others were long-standing. A small number of top journalists enjoyed social connections with leading politicians and senior officials, including those working for the police, whom they met in gentlemen’s clubs and other social venues and could tap for information The article examines the relationship between police detectives and journalists during the Victorian and Edwardian periods in England, particularly London. Topics include how both occupations evolved during the period, their struggle for respectability and recognition, the mutually-dependent relationship between journalists and detectives, negotiations on how police work would be reported in the press, frictions between the two professions, and how journalists assisted police or reacted to their lack of cooperation. Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of social history, 42(4), 963 -987
Emotional Self-Regulation
Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42 (1), 84 -97. Retrieved from http://sfx.lib.byu.edu/index.php
We add to existing research by examining emotional performance in job roles that require either the expression of positive emotions (e.g., customer service) or the expression of negative emotions (e.g., bill collection). We also extend existing emotional labor research by including a physiological measure (i.e., heart rate) in our study, allowing us to examine both the effects of emotional performance on individuals' reports of experienced stress and exhaustion and their cardiac responses to emotional performance. Although some existing laboratory research has linked emotional regulation to cardiac arousal, the role of personality in cardiac responses to emotional regulation has not been examined. Indeed, the use of physiological stress measures in organizational research has been criticized for ignoring both stable factors (e.g., personality traits) and transitory influences (e.g., emotional regulation demands; see Fried, Rowland, & Ferris, 1984). Because the link between stress and heart rate reported in the literature is modest (Blascovich & Tomaka, 1996, for a review) and the cardiac system is responsive to both challenges and threats (Blascovich, Mendes, Hunter, & Salomon, 1999), we include heart rate in our study on an exploratory basis. Bono, Joyce E. (Personality and Emotional Performance. Journal of occupational health psychology, 12(2), 177-192. Retrieved from http://sfx.lib.byu.edu/index.php
o accomplish the higher priority goals, individuals need to resist the momentarily salient yet lower priority temptations with which the more important goals are in conflict. Our analysis, then, assumes that temptations are defined within a given situation and with respect to the longer term goals at hand. For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states.”
There is, as the saying goes, often a price for success: In striving to attain our long-term dreams and ambitions, we often must forgo momentary pleasures and amusements. Psychologists have long recognized that these little sacrifices typically are not easy, as the lure of momentary temptations can be pervasive. How do we stay the course and finish a long paper when we could be watching must-see TV? How do we forgo a dinner with friends to stick with our workout schedule? As these examples demonstrate, everyday choice and behavior often involve a struggle between opposite behavioral tendencies. Whereas all goals represent desirable end states that individuals would ordinarily wish to approach, many important, long-term goals require that individuals give up other, relatively lower priority pursuits that might otherwise hinder the attainment of these enduring goals. We label such obstacles temptations, and, in line with previous conceptualizations, in the present analysis we assume that people come to avoid temptations and approach overarching goals through the processes of self-control Fishbach, Ayelet, Shah, James Y(2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832. Retrieved from http://sfx.lib.byu.edu/index.php
Distributive Justice (Vacanation distribution aka healthcare)
For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states. Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press. Retrieved from http://sfx.lib.byu.edu/index.php
A simple stylized example illustrates both points
and serves to fix ideas for purposes of the argument to come. Imagine that a population of ten million persons faces a one in five chance of an epidemic outbreak of an infectious disease. If an epidemic occurs and nothing is done to combat the disease, two-anda- half million persons will eventually become infected. Suppose further that the disease may be contained in two ways. First, quarantining the first one million persons who are exposed will protect the remaining nine million from exposure, although at a cost: 650 thousand of the quarantined persons will contract the disease;'^ and all one million will bear the urdens of confinement, which are l/lO the burden of suffering the disease. Second, vaccinating the entire population in advance of any outbreak can prevent infections entirely, although the vaccinations are themselves burdensome. They are expensive and painful and, more importantly, involve significant medical side effects. The per-person burden of vaccination is 1/40 as bad as suffering the actual disease. Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344. Retrieved from http://sfx.lib.byu.edu/index.php
Honesty (not cheating on a test)
Unfortunately, academic dishonesty in college is widespread. Though the percentage of undergraduate students reporting that they have cheated at least once during their college careers has remained consistent at about 80% over 30 years, the severity of cheating (e.g., percentages of students engaging in more "serious" cheating such as exam cheating) has increased substantially (Bowers, 1964; Brown & Emmett, 2001; McCabe & Klebe-Trevino, 1997; Spiller & Crown, 1995). In a recent study, Carpenter, Harding, Finelli, Montgomery, and Passow (2006) found that more than 96% of the engineering students reported engaging in at least one behavior they defined as either cheating or unethical while in college. It is not that these students did not understand what cheating was or even had difficulty establishing what behaviors were ethical; rather, the vast majority of students participating in the study were willing to engage in a behavior they recognized and defined as ethically wrong. Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32 (4), 441-468. Retrieved from http://sfx.lib.byu.edu/index.php
violations of good conduct result from a progressive moral failure that
causes them to become insensitive to or tolerant of low-level ethical violations. They
begin to feel they are doing what everyone else is doing, blaming others for their own
transgressions and fearing retaliation for confronting moral failure. Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39 (2), 243 -248. Retrieved from http://sfx.lib.byu.edu/index.php
Ability to develop intimate friendships (hope of having a lasting marriage)
In the “State of Our Unions” project report (Whitehead & Popenoe, 2006), teens were
asked about their beliefs concerning marriage, family, and monogamy. The results suggested
that the great majority of them do want to get married some day and feel that marriage and
family life is “extremely important” (82% for females, and 70% for males). However, only 63%
8 of adolescent females and 57% of adolescent males think it is very likely that they will stay
married to the same person for their whole lives. Even more disturbing is the fact that only 32%
of high school senior females and 38% of high school senior males stated that they “agreed or
mostly agreed that most people will have fuller and happier lives is they choose legal marriage
rather than staying single or just living with someone” (Whitehead & Popenoe, 2006). Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents) : an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University. Retrieved from http://sfx.lib.byu.edu/index.php
Friendship will motivate one to cross the room one day and say, "I'm sorry; I didn't mean that." It will not pretend perfection nor demand it. It will not insist that both respond exactly the same in every thought and feeling, but it will bring to the union honesty, integrity.
Hanks, Marion D. (1984). Marriage> Latter Day Saints General Conference. October. 47. Retrieved from http://sfx.lib.byu.edu/index.php
Turn About
Students of ‘interview’ behavior, and such two-arty conversation as approximates it in form, have concerned theselves with the distribution of talk among the parties, the distribution of silences, the sequences in which the talk shifted from one to another or was rtained by a single party, and the way such transfer or retention was coordinated. Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50 (4), 696-735. Retrieved from http://www.jstor.org
This is an organization of practices designed to allow routine achievement of what appears to be overwhelmingly the most common default “numerical” value of speakership in talk-in-interaction: one party talking at a time. This is a matter not so much of politeness as of the constitutive features of commonplace talk-in-interaction, as an enabling institution for orderly commerce between people. Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63. Retrieved from http://www.jstor.org
Sharing/Giving
Sharing behavior demands the sacrifice
of material possessions by the sharer for
the benefit of others. In situations in which
limited resources are to be shared, interests
of the self and others are placed in direct
confiict. Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57 (2), 387-395. Retrieved from http://sfx.lib.byu.edu/index.php
explained that she would show slides of pairs of pictures, and that the subject was to indicate with a pointer which of the two forms on each slide was the larger. She further explained that each correct answer would be rewarded with a token, that the tokens would be exchanged later for a prize, and that the more tokens one had, the better the prize would be. Thus, choosing the correct form was presented as the primary task at hand. Every child viewed eight slides, earned eight tokens, was directed to sign her name on a sheet of paper (this operation serving only to allow the experimenter time to depart from the trailer in the no surveillance condition), and to share or not share, as she chose. The child was also instructed to go into the back room when she finished, where the assistant would exchange her tokens and escort her back to the classroom. The sharing opportunity was always presented by the experimenter giving the following permissive instruction: But before you trade your tokens, you might want to put some of them into this can for
children at another school who won't have the chance to earn tokens. If the children are given enough tokens, we'll give them some prizes, too, but you don't have to give any if you don't want to. Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6 (3), 402-408
Handle conflict with others (art of compromising in situations)
Compromising (assertiveness and cooperativeness).
A compromising person finds a mutually acceptable solution that is agreeable to both parties. Compromising contains the same dimensions as collaborating but the dimensions are considered intermediate assertiveness and cooperativeness Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16 (8), 974 -83. Retrieved from http://sfx.lib.byu.edu/index.php
We defined conflict ending as the point at which the parents stopped interacting at the current time, and so parents' reports reflected discrete episodes rather than a general atmosphere in the home. Both fathers and mothers completed the home reports, but for ease of presentation, and because responses and the pattern of results were generally quite consistent across reporters (see Cummings et al., 2003), mothers' records are used exclusively in the current report.
Using a checklist format, mothers indicated (i.e., endorsed or did not endorse) what they and their spouses did to end each conflict interaction, including apologize, compromise, give in, agree to disagree, and withdraw. Mothers also rated the degree of their own and their spouses' angry, sad, fearful, and positive emotional expression, on 10-point scales ranging from 0 (none) to 9 (high). Their ratings of their emotions and behaviors during conflicts, which are described elsewhere (Cummings et al., 2003), were also included for selected analyses reported below. Mothers also rated the extent to which the problem was worked out, on a 10-point scale from 0 (none) to 9 (high).
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21(4), 744 -753. Retrieved from http://sfx.lib.byu.edu/index.php
Formation of a reciprocal relationship
Examines the reciprocal relationship between conceptual models of learning and nursing practice. Social mission of nursing; Formulations of conceptual model used in nursing practice; Development of patient classification systems guided by conceptual models. Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17(2), 224-228. Retrieved from http://sfx.lib.byu.edu/index.php
These point to all manner of connections and contacts between the two parties. Relations developed haphazardly and were unstructured. No set procedures regarding the transmission of information from policemen to journalists, and no routine system of briefing or press
officers existed in the period under review. The evidence shows, however, that these links gradually became more intensive, albeit not always congenial, as will be discussed below.
Required to be in the proximity of law enforcers who would feed them nformation, insights and good stories, journalists gradually developed a wide range of contacts with detectives. Some links were occasional and ad hoc, while others were long-standing. A small number of top journalists enjoyed social connections with leading politicians and senior officials, including those working for the police, whom they met in gentlemen’s clubs and other social venues and could tap for information The article examines the relationship between police detectives and journalists during the Victorian and Edwardian periods in England, particularly London. Topics include how both occupations evolved during the period, their struggle for respectability and recognition, the mutually-dependent relationship between journalists and detectives, negotiations on how police work would be reported in the press, frictions between the two professions, and how journalists assisted police or reacted to their lack of cooperation. Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of social history, 42(4), 963 -987
Emotional Self-Regulation
Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42 (1), 84 -97. Retrieved from http://sfx.lib.byu.edu/index.php
We add to existing research by examining emotional performance in job roles that require either the expression of positive emotions (e.g., customer service) or the expression of negative emotions (e.g., bill collection). We also extend existing emotional labor research by including a physiological measure (i.e., heart rate) in our study, allowing us to examine both the effects of emotional performance on individuals' reports of experienced stress and exhaustion and their cardiac responses to emotional performance. Although some existing laboratory research has linked emotional regulation to cardiac arousal, the role of personality in cardiac responses to emotional regulation has not been examined. Indeed, the use of physiological stress measures in organizational research has been criticized for ignoring both stable factors (e.g., personality traits) and transitory influences (e.g., emotional regulation demands; see Fried, Rowland, & Ferris, 1984). Because the link between stress and heart rate reported in the literature is modest (Blascovich & Tomaka, 1996, for a review) and the cardiac system is responsive to both challenges and threats (Blascovich, Mendes, Hunter, & Salomon, 1999), we include heart rate in our study on an exploratory basis. Bono, Joyce E. (Personality and Emotional Performance. Journal of occupational health psychology, 12(2), 177-192. Retrieved from http://sfx.lib.byu.edu/index.php
SFL 210 outline
Self-control (resistance to temptation)
o accomplish the higher priority goals, individuals need to resist the momentarily salient yet lower priority temptations with which the more important goals are in conflict. Our analysis, then, assumes that temptations are defined within a given situation and with respect to the longer term goals at hand. For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states.”
There is, as the saying goes, often a price for success: In striving to attain our long-term dreams and ambitions, we often must forgo momentary pleasures and amusements. Psychologists have long recognized that these little sacrifices typically are not easy, as the lure of momentary temptations can be pervasive. How do we stay the course and finish a long paper when we could be watching must-see TV? How do we forgo a dinner with friends to stick with our workout schedule? As these examples demonstrate, everyday choice and behavior often involve a struggle between opposite behavioral tendencies. Whereas all goals represent desirable end states that individuals would ordinarily wish to approach, many important, long-term goals require that individuals give up other, relatively lower priority pursuits that might otherwise hinder the attainment of these enduring goals. We label such obstacles temptations, and, in line with previous conceptualizations, in the present analysis we assume that people come to avoid temptations and approach overarching goals through the processes of self-control Fishbach, Ayelet, Shah, James Y(2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832. Retrieved from http://sfx.lib.byu.edu/index.php
Distributive Justice (Vacanation distribution aka healthcare)
For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states. Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press. Retrieved from http://sfx.lib.byu.edu/index.php
A simple stylized example illustrates both points
and serves to fix ideas for purposes of the argument to
come. Imagine that a population of ten million persons
faces a one in five chance of an epidemic outbreak
of an infectious disease. If an epidemic occurs
and nothing is done to combat the disease, two-anda-
half million persons will eventually become infected.
Suppose further that the disease may be contained
in two ways. First, quarantining the first one million
persons who are exposed will protect the remaining
nine million from exposure, although at a cost: 650
thousand of the quarantined persons will contract the
disease;'^ and all one million will bear the burdens of
confinement, which are l/lO the burden of suffering
the disease. Second, vaccinating the entire population
in advance of any outbreak can prevent infections
entirely, although the vaccinations are themselves
burdensome. They are expensive and painful and,
more importantly, involve significant medical side
effects. The per-person burden of vaccination is 1/40
as bad as suffering the actual disease. Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344. Retrieved from http://sfx.lib.byu.edu/index.php
Honesty (not cheating on a test)
Unfortunately, academic dishonesty in college is widespread. Though the percentage of undergraduate students reporting that they have cheated at least once during their college careers has remained consistent at about 80% over 30 years, the severity of cheating (e.g., percentages of students engaging in more "serious" cheating such as exam cheating) has increased substantially (Bowers, 1964; Brown & Emmett, 2001; McCabe & Klebe-Trevino, 1997; Spiller & Crown, 1995). In a recent study, Carpenter, Harding, Finelli, Montgomery, and Passow (2006) found that more than 96% of the engineering students reported engaging in at least one behavior they defined as either cheating or unethical while in college. It is not that these students did not understand what cheating was or even had difficulty establishing what behaviors were ethical; rather, the vast majority of students participating in the study were willing to engage in a behavior they recognized and defined as ethically wrong. Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32 (4), 441-468. Retrieved from http://sfx.lib.byu.edu/index.php
violations of good conduct result from a progressive moral failure that
causes them to become insensitive to or tolerant of low-level ethical violations. They
begin to feel they are doing what everyone else is doing, blaming others for their own
transgressions and fearing retaliation for confronting moral failure. Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39 (2), 243 -248. Retrieved from http://sfx.lib.byu.edu/index.php
Ability to develop intimate friendships (hope of having a lasting marriage)
In the “State of Our Unions” project report (Whitehead & Popenoe, 2006), teens were
asked about their beliefs concerning marriage, family, and monogamy. The results suggested
that the great majority of them do want to get married some day and feel that marriage and
family life is “extremely important” (82% for females, and 70% for males). However, only 63%
8 of adolescent females and 57% of adolescent males think it is very likely that they will stay
married to the same person for their whole lives. Even more disturbing is the fact that only 32%
of high school senior females and 38% of high school senior males stated that they “agreed or
mostly agreed that most people will have fuller and happier lives is they choose legal marriage
rather than staying single or just living with someone” (Whitehead & Popenoe, 2006). Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents) : an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University. Retrieved from http://sfx.lib.byu.edu/index.php
Friendship will motivate one to cross the room one day and say, "I'm sorry; I didn't mean that." It will not pretend perfection nor demand it. It will not insist that both respond exactly the same in every thought and feeling, but it will bring to the union honesty, integrity.
Hanks, Marion D. (1984). Marriage> Latter Day Saints General Conference. October. 47. Retrieved from http://sfx.lib.byu.edu/index.php
Turn About
Students of ‘interview’ behavior, and such two-arty conversation as approximates it in form, have concerned theselves with the distribution of talk among the parties, the distribution of silences, the sequences in which the talk shifted from one to another or was rtained by a single party, and the way such transfer or retention was coordinated. Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50 (4), 696-735. Retrieved from http://www.jstor.org
This is an organization of practices designed to allow routine achievement of what appears to be overwhelmingly the most common default “numerical” value of speakership in talk-in-interaction: one party talking at a time. This is a matter not so much of politeness as of the constitutive features of commonplace talk-in-interaction, as an enabling institution for orderly commerce between people. Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63. Retrieved from http://www.jstor.org
Sharing/Giving
Sharing behavior demands the sacrifice
of material possessions by the sharer for
the benefit of others. In situations in which
limited resources are to be shared, interests
of the self and others are placed in direct
confiict. Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57 (2), 387-395. Retrieved from http://sfx.lib.byu.edu/index.php
The assistant escorted each child individually to the trailer, explaining on the way that the child would view pictures with an adult who had also come to see the pictures. After introducing the child to the experimenter and confererate, the assistant excused herself, ostensibly to work in the back room. The experimenter then explained that she would show slides of pairs of pictures, and that the subject was to indicate with a pointer which of the two forms on each slide was the larger. She further explained that each correct answer would be rewarded with a token, that the tokens would be exchanged later for a prize, and that the more tokens one had, the better the prize would be. Thus, choosing the correct form was presented as the primary task at hand. Every child viewed eight slides, earned eight tokens, was directed to sign her name on a sheet of paper (this operation serving only to allow the experimenter time to depart from the trailer in the no surveillance condition), and to share or not share, as she chose. The child was also instructed to go into the back room when she finished, where the assistant would exchange her tokens and escort her back to the classroom. The sharing opportunity was always presented by the experimenter giving the following permissive instruction: But before you trade your tokens, you might want to put some of them into this can for
children at another school who won't have the chance to earn tokens. If the children are given enough tokens, we'll give them some prizes, too, but you don't have to give any if you don't want to. Modeling versus no modeling. After earning tokens, one-half of the subjects (modeling) observed the confederate act upon the sharing opportunity presented to her, as described above. Depositing four of her ostensibly earned tokens into the container, the confederate glanced at the subject and stated: "I think I'll give four tokens to the children—there, I gave four." She then left the trailer, and the children were immediately given the chance to donate. The remaining one-half of the subjects (no modeling) merely earned tokens and were presented with the opportunity to share. Prior to their potential donation, the confederate excused herself and departed from the trailer. Verbalization versus no verbalization. Half of the children in each modeling condition were exposed to the verbalization: "I think it would be good to give some tokens to the children. The right thing to do is to help others. Four would be a fair number to give; I think it would be ood to give four." In the modeling subgroup, the verbalization was given in conjunction with the confederate's verbal description of her modeled action. In the no modeling subgroup, the verbalization was spoken by the confederate immediately after the subjects had been presented with the sharing opportunity. The confederate then left the trailer before the subject acted. For the remaining one-half of the children, assigned to the no verbalization condition, the confederate departed from the trailer prior to the subjects' potential sharing, erely stating her intention to leave. Surveillance versus no surveillance. Half of the subjects in each of the four subgroups described above, when given the opportunity to donate, were directly but passively observed by the experimenter, who stood nearby (surveillance). For the remaining half, the experimenter presented the sharing opportunity, immediately announced that she had to leave for a while and therefore would not see the child again, and departed from the trailer (no surveillance). Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6 (3), 402-408
Handle conflict with others (art of compromising in situations)
Compromising (assertiveness and cooperativeness).
A compromising person finds a mutually acceptable solution that is agreeable to both parties. Compromising contains the same dimensions as collaborating but the dimensions are considered intermediate assertiveness and cooperativeness Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16 (8), 974 -83. Retrieved from http://sfx.lib.byu.edu/index.php
We defined conflict ending as the point at which the parents stopped interacting at the current time, and so parents' reports reflected discrete episodes rather than a general atmosphere in the home. Both fathers and mothers completed the home reports, but for ease of presentation, and because responses and the pattern of results were generally quite consistent across reporters (see Cummings et al., 2003), mothers' records are used exclusively in the current report.
Using a checklist format, mothers indicated (i.e., endorsed or did not endorse) what they and their spouses did to end each conflict interaction, including apologize, compromise, give in, agree to disagree, and withdraw. Mothers also rated the degree of their own and their spouses' angry, sad, fearful, and positive emotional expression, on 10-point scales ranging from 0 (none) to 9 (high). Their ratings of their emotions and behaviors during conflicts, which are described elsewhere (Cummings et al., 2003), were also included for selected analyses reported below. Mothers also rated the extent to which the problem was worked out, on a 10-point scale from 0 (none) to 9 (high).
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21(4), 744 -753. Retrieved from http://sfx.lib.byu.edu/index.php
Formation of a reciprocal relationship
Examines the reciprocal relationship between conceptual models of learning and nursing practice. Social mission of nursing; Formulations of conceptual model used in nursing practice; Development of patient classification systems guided by conceptual models. Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17(2), 224-228. Retrieved from http://sfx.lib.byu.edu/index.php
These point to all manner of connections and contacts between the two parties. Relations developed haphazardly and were unstructured. No set procedures regarding the transmission of information from policemen to journalists, and no routine system of briefing or press
officers existed in the period under review. The evidence shows, however, that these links gradually became more intensive, albeit not always congenial, as will be discussed below.
Required to be in the proximity of law enforcers who would feed them nformation, insights and good stories, journalists gradually developed a wide range of contacts with detectives. Some links were occasional and ad hoc, while others were long-standing. A small number of top journalists enjoyed social connections with leading politicians and senior officials, including those working for the police, whom they met in gentlemen’s clubs and other social venues and could tap for information The article examines the relationship between police detectives and journalists during the Victorian and Edwardian periods in England, particularly London. Topics include how both occupations evolved during the period, their struggle for respectability and recognition, the mutually-dependent relationship between journalists and detectives, negotiations on how police work would be reported in the press, frictions between the two professions, and how journalists assisted police or reacted to their lack of cooperation. Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of social history, 42(4), 963 -987
Emotional Self-Regulation
Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42 (1), 84 -97. Retrieved from http://sfx.lib.byu.edu/index.php
We add to existing research by examining emotional performance in job roles that require either the expression of positive emotions (e.g., customer service) or the expression of negative emotions (e.g., bill collection). We also extend existing emotional labor research by including a physiological measure (i.e., heart rate) in our study, allowing us to examine both the effects of emotional performance on individuals' reports of experienced stress and exhaustion and their cardiac responses to emotional performance. Although some existing laboratory research has linked emotional regulation to cardiac arousal, the role of personality in cardiac responses to emotional regulation has not been examined. Indeed, the use of physiological stress measures in organizational research has been criticized for ignoring both stable factors (e.g., personality traits) and transitory influences (e.g., emotional regulation demands; see Fried, Rowland, & Ferris, 1984). Because the link between stress and heart rate reported in the literature is modest (Blascovich & Tomaka, 1996, for a review) and the cardiac system is responsive to both challenges and threats (Blascovich, Mendes, Hunter, & Salomon, 1999), we include heart rate in our study on an exploratory basis. Bono, Joyce E. (Personality and Emotional Performance. Journal of occupational health psychology, 12(2), 177-192. Retrieved from http://sfx.lib.byu.edu/index.php
o accomplish the higher priority goals, individuals need to resist the momentarily salient yet lower priority temptations with which the more important goals are in conflict. Our analysis, then, assumes that temptations are defined within a given situation and with respect to the longer term goals at hand. For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states.”
There is, as the saying goes, often a price for success: In striving to attain our long-term dreams and ambitions, we often must forgo momentary pleasures and amusements. Psychologists have long recognized that these little sacrifices typically are not easy, as the lure of momentary temptations can be pervasive. How do we stay the course and finish a long paper when we could be watching must-see TV? How do we forgo a dinner with friends to stick with our workout schedule? As these examples demonstrate, everyday choice and behavior often involve a struggle between opposite behavioral tendencies. Whereas all goals represent desirable end states that individuals would ordinarily wish to approach, many important, long-term goals require that individuals give up other, relatively lower priority pursuits that might otherwise hinder the attainment of these enduring goals. We label such obstacles temptations, and, in line with previous conceptualizations, in the present analysis we assume that people come to avoid temptations and approach overarching goals through the processes of self-control Fishbach, Ayelet, Shah, James Y(2010 ). Self-Control in Action. Journal of personality and social psychology, 90, 820-832. Retrieved from http://sfx.lib.byu.edu/index.php
Distributive Justice (Vacanation distribution aka healthcare)
For instance, a desire to go on a relaxing vacation is legitimate on some occasions but should be withheld on other times, when important deadlines at work are approaching. The relativity of goals within goal systems has some important implications for the nature of self-control, which, to be effective, should facilitate the pursuit of dynamic motivational states. Stein, Mark S. (1958). Distributive Justice & disability utilitarianism against egalitarianism. New Haven: Yale University Press. Retrieved from http://sfx.lib.byu.edu/index.php
A simple stylized example illustrates both points
and serves to fix ideas for purposes of the argument to
come. Imagine that a population of ten million persons
faces a one in five chance of an epidemic outbreak
of an infectious disease. If an epidemic occurs
and nothing is done to combat the disease, two-anda-
half million persons will eventually become infected.
Suppose further that the disease may be contained
in two ways. First, quarantining the first one million
persons who are exposed will protect the remaining
nine million from exposure, although at a cost: 650
thousand of the quarantined persons will contract the
disease;'^ and all one million will bear the burdens of
confinement, which are l/lO the burden of suffering
the disease. Second, vaccinating the entire population
in advance of any outbreak can prevent infections
entirely, although the vaccinations are themselves
burdensome. They are expensive and painful and,
more importantly, involve significant medical side
effects. The per-person burden of vaccination is 1/40
as bad as suffering the actual disease. Markovits, Daniel (2005). Quarantines and distributive Justice. The Journal of Law, Medicine & Ethics, 33, 323-344. Retrieved from http://sfx.lib.byu.edu/index.php
Honesty (not cheating on a test)
Unfortunately, academic dishonesty in college is widespread. Though the percentage of undergraduate students reporting that they have cheated at least once during their college careers has remained consistent at about 80% over 30 years, the severity of cheating (e.g., percentages of students engaging in more "serious" cheating such as exam cheating) has increased substantially (Bowers, 1964; Brown & Emmett, 2001; McCabe & Klebe-Trevino, 1997; Spiller & Crown, 1995). In a recent study, Carpenter, Harding, Finelli, Montgomery, and Passow (2006) found that more than 96% of the engineering students reported engaging in at least one behavior they defined as either cheating or unethical while in college. It is not that these students did not understand what cheating was or even had difficulty establishing what behaviors were ethical; rather, the vast majority of students participating in the study were willing to engage in a behavior they recognized and defined as ethically wrong. Mayhew, Matthew J., Hubbard, Steven M., Finelli, Cynthia J., Harding, Trevor S ., Carpenter, Donald D. (2009). Using Structural Equation Modeling to Validate the Theory of Planned Behavior as a Model for Predicting Student Cheating. The Review of Higher Education, 32 (4), 441-468. Retrieved from http://sfx.lib.byu.edu/index.php
violations of good conduct result from a progressive moral failure that
causes them to become insensitive to or tolerant of low-level ethical violations. They
begin to feel they are doing what everyone else is doing, blaming others for their own
transgressions and fearing retaliation for confronting moral failure. Rogers, Laura (2010). Ethical dilemmas in education: standing up for honesty and integrity. Journal of moral education, 39 (2), 243 -248. Retrieved from http://sfx.lib.byu.edu/index.php
Ability to develop intimate friendships (hope of having a lasting marriage)
In the “State of Our Unions” project report (Whitehead & Popenoe, 2006), teens were
asked about their beliefs concerning marriage, family, and monogamy. The results suggested
that the great majority of them do want to get married some day and feel that marriage and
family life is “extremely important” (82% for females, and 70% for males). However, only 63%
8 of adolescent females and 57% of adolescent males think it is very likely that they will stay
married to the same person for their whole lives. Even more disturbing is the fact that only 32%
of high school senior females and 38% of high school senior males stated that they “agreed or
mostly agreed that most people will have fuller and happier lives is they choose legal marriage
rather than staying single or just living with someone” (Whitehead & Popenoe, 2006). Gutierrez, Lorinda A. (2007). The development of READY-A (Ready Inventory for Adolescents) : an assessment of adolescent relationship competence. Provo, Utah: Brigham Young University. Retrieved from http://sfx.lib.byu.edu/index.php
Friendship will motivate one to cross the room one day and say, "I'm sorry; I didn't mean that." It will not pretend perfection nor demand it. It will not insist that both respond exactly the same in every thought and feeling, but it will bring to the union honesty, integrity.
Hanks, Marion D. (1984). Marriage> Latter Day Saints General Conference. October. 47. Retrieved from http://sfx.lib.byu.edu/index.php
Turn About
Students of ‘interview’ behavior, and such two-arty conversation as approximates it in form, have concerned theselves with the distribution of talk among the parties, the distribution of silences, the sequences in which the talk shifted from one to another or was rtained by a single party, and the way such transfer or retention was coordinated. Sacks, Harvey, Schegoloff, Emanuel A., Jefferson, Gail (1974). Language: A Simplest Systematics for the Organization of Turn Taking for Conversation. Linguistic Society of America, 50 (4), 696-735. Retrieved from http://www.jstor.org
This is an organization of practices designed to allow routine achievement of what appears to be overwhelmingly the most common default “numerical” value of speakership in talk-in-interaction: one party talking at a time. This is a matter not so much of politeness as of the constitutive features of commonplace talk-in-interaction, as an enabling institution for orderly commerce between people. Schegloff, Emanuel A. (2000) Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29, 1-63. Retrieved from http://www.jstor.org
Sharing/Giving
Sharing behavior demands the sacrifice
of material possessions by the sharer for
the benefit of others. In situations in which
limited resources are to be shared, interests
of the self and others are placed in direct
confiict. Birch (1986). Preschool Children's Food Sharing with Friends and Acquaintances. Child development, 57 (2), 387-395. Retrieved from http://sfx.lib.byu.edu/index.php
The assistant escorted each child individually to the trailer, explaining on the way that the child would view pictures with an adult who had also come to see the pictures. After introducing the child to the experimenter and confererate, the assistant excused herself, ostensibly to work in the back room. The experimenter then explained that she would show slides of pairs of pictures, and that the subject was to indicate with a pointer which of the two forms on each slide was the larger. She further explained that each correct answer would be rewarded with a token, that the tokens would be exchanged later for a prize, and that the more tokens one had, the better the prize would be. Thus, choosing the correct form was presented as the primary task at hand. Every child viewed eight slides, earned eight tokens, was directed to sign her name on a sheet of paper (this operation serving only to allow the experimenter time to depart from the trailer in the no surveillance condition), and to share or not share, as she chose. The child was also instructed to go into the back room when she finished, where the assistant would exchange her tokens and escort her back to the classroom. The sharing opportunity was always presented by the experimenter giving the following permissive instruction: But before you trade your tokens, you might want to put some of them into this can for
children at another school who won't have the chance to earn tokens. If the children are given enough tokens, we'll give them some prizes, too, but you don't have to give any if you don't want to. Modeling versus no modeling. After earning tokens, one-half of the subjects (modeling) observed the confederate act upon the sharing opportunity presented to her, as described above. Depositing four of her ostensibly earned tokens into the container, the confederate glanced at the subject and stated: "I think I'll give four tokens to the children—there, I gave four." She then left the trailer, and the children were immediately given the chance to donate. The remaining one-half of the subjects (no modeling) merely earned tokens and were presented with the opportunity to share. Prior to their potential donation, the confederate excused herself and departed from the trailer. Verbalization versus no verbalization. Half of the children in each modeling condition were exposed to the verbalization: "I think it would be good to give some tokens to the children. The right thing to do is to help others. Four would be a fair number to give; I think it would be ood to give four." In the modeling subgroup, the verbalization was given in conjunction with the confederate's verbal description of her modeled action. In the no modeling subgroup, the verbalization was spoken by the confederate immediately after the subjects had been presented with the sharing opportunity. The confederate then left the trailer before the subject acted. For the remaining one-half of the children, assigned to the no verbalization condition, the confederate departed from the trailer prior to the subjects' potential sharing, erely stating her intention to leave. Surveillance versus no surveillance. Half of the subjects in each of the four subgroups described above, when given the opportunity to donate, were directly but passively observed by the experimenter, who stood nearby (surveillance). For the remaining half, the experimenter presented the sharing opportunity, immediately announced that she had to leave for a while and therefore would not see the child again, and departed from the trailer (no surveillance). Poulos (2010). Influence of modeling, exhortative verbalization, and surveillance on children's sharing. Developmental psychology, 6 (3), 402-408
Handle conflict with others (art of compromising in situations)
Compromising (assertiveness and cooperativeness).
A compromising person finds a mutually acceptable solution that is agreeable to both parties. Compromising contains the same dimensions as collaborating but the dimensions are considered intermediate assertiveness and cooperativeness Morrison (2008). The relationship between emotional intelligence competencies and preferred conflict-handling styles. Journal of nursing management, 16 (8), 974 -83. Retrieved from http://sfx.lib.byu.edu/index.php
We defined conflict ending as the point at which the parents stopped interacting at the current time, and so parents' reports reflected discrete episodes rather than a general atmosphere in the home. Both fathers and mothers completed the home reports, but for ease of presentation, and because responses and the pattern of results were generally quite consistent across reporters (see Cummings et al., 2003), mothers' records are used exclusively in the current report.
Using a checklist format, mothers indicated (i.e., endorsed or did not endorse) what they and their spouses did to end each conflict interaction, including apologize, compromise, give in, agree to disagree, and withdraw. Mothers also rated the degree of their own and their spouses' angry, sad, fearful, and positive emotional expression, on 10-point scales ranging from 0 (none) to 9 (high). Their ratings of their emotions and behaviors during conflicts, which are described elsewhere (Cummings et al., 2003), were also included for selected analyses reported below. Mothers also rated the extent to which the problem was worked out, on a 10-point scale from 0 (none) to 9 (high).
Geoke, Morey (2010). Children and Marital Conflict Resolution. Journal of family psychology, 21(4), 744 -753. Retrieved from http://sfx.lib.byu.edu/index.php
Formation of a reciprocal relationship
Examines the reciprocal relationship between conceptual models of learning and nursing practice. Social mission of nursing; Formulations of conceptual model used in nursing practice; Development of patient classification systems guided by conceptual models. Fawcett (1992). Conceptual models and nursing practice: the reciprocal relationship. Journal of advanced nursing, 17(2), 224-228. Retrieved from http://sfx.lib.byu.edu/index.php
These point to all manner of connections and contacts between the two parties. Relations developed haphazardly and were unstructured. No set procedures regarding the transmission of information from policemen to journalists, and no routine system of briefing or press
officers existed in the period under review. The evidence shows, however, that these links gradually became more intensive, albeit not always congenial, as will be discussed below.
Required to be in the proximity of law enforcers who would feed them nformation, insights and good stories, journalists gradually developed a wide range of contacts with detectives. Some links were occasional and ad hoc, while others were long-standing. A small number of top journalists enjoyed social connections with leading politicians and senior officials, including those working for the police, whom they met in gentlemen’s clubs and other social venues and could tap for information The article examines the relationship between police detectives and journalists during the Victorian and Edwardian periods in England, particularly London. Topics include how both occupations evolved during the period, their struggle for respectability and recognition, the mutually-dependent relationship between journalists and detectives, negotiations on how police work would be reported in the press, frictions between the two professions, and how journalists assisted police or reacted to their lack of cooperation. Shpayer, Makov (2009). Journalists and Police Detectives in Victorian and Edwardian England: An Uneasy Reciprocal Relationship. Journal of social history, 42(4), 963 -987
Emotional Self-Regulation
Of these, emotional self-regulation is one of the most crucial. It reflects the ability to initiate behavioral and emotional changes during emotionally charged situations in order to meet goals and manage arousal and predicts current and later adjustment Dennis, Tracy (2010). Emotional Self-Regulation in Preschoolers. Developmental, 42 (1), 84 -97. Retrieved from http://sfx.lib.byu.edu/index.php
We add to existing research by examining emotional performance in job roles that require either the expression of positive emotions (e.g., customer service) or the expression of negative emotions (e.g., bill collection). We also extend existing emotional labor research by including a physiological measure (i.e., heart rate) in our study, allowing us to examine both the effects of emotional performance on individuals' reports of experienced stress and exhaustion and their cardiac responses to emotional performance. Although some existing laboratory research has linked emotional regulation to cardiac arousal, the role of personality in cardiac responses to emotional regulation has not been examined. Indeed, the use of physiological stress measures in organizational research has been criticized for ignoring both stable factors (e.g., personality traits) and transitory influences (e.g., emotional regulation demands; see Fried, Rowland, & Ferris, 1984). Because the link between stress and heart rate reported in the literature is modest (Blascovich & Tomaka, 1996, for a review) and the cardiac system is responsive to both challenges and threats (Blascovich, Mendes, Hunter, & Salomon, 1999), we include heart rate in our study on an exploratory basis. Bono, Joyce E. (Personality and Emotional Performance. Journal of occupational health psychology, 12(2), 177-192. Retrieved from http://sfx.lib.byu.edu/index.php
notes for SFL 210 paper
Moral Development
Self-control (resistance to temptation) – Inhibiting an impulse to engage in behavior that violates a moral standard (p. 510).
Compliance – Voluntary obedience to requests and commands (p. 511).
Delay of gratification – Waiting for a more appropriate time and place to engage in a tempting act or obtain a desired object (p. 511)
Moral Self-Regulation – The ability to monitor one’s own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards (p. 512)
Distributive Justice – Beliefs about how to divide material goods fairly. (p. 508)
Postconventional level – Kohlberg’s highest level of moral development, in which morality is defined in terms of abstract principles and values that apply to all situations and societies. (p. 497)
Conventional level –Kohlberg’s second level of moral development, in which moral understanding is based on conforming to social rules to ensure positive human relationships and societal order. (p. 496)
Preconventional level –Kohlberg’s first level of moral development, in which moral understanding is based on rewards, punishment, and the power of authority figures. (p. 496)
Autonomous Morality – Piaget’s second stage of moral development, in which children view rules as flexible, socially agreed-on principles that can be revised to suit the will of the majority.
Ideal Reciprocity – A standard of fairness based on mutuality of expectations, in which individuals express the same concern for the welfare of others as they would have others grant to them. Captured by the Golden Rule (p. 492).
Heteronomous Morality – Piaget’s first stage of moral development, in which children view rules as handed down by authorities, as having a permanent existence, as unchangeable, and as requiring strict obedience.
Realism - A view of rules as external features of reality rather than as cooperative principles that can be modified at will. Characterizes Piaget’s heteronomous stage (p. 492)
Social Competence - The ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations (Rubin & Rose-Krasnor, 1992).
Ability to develop Intimate Friendships: The braiding of the behaviors of two individuals into a social exchange of some
Level 1: Friendship as a handy playmate
– About 4 to 7 years
Level 2: Friendship as mutual trust and assistance
– About 8 to 10 years
Level 3: Friendship as intimacy and loyalty
– 11 to 15 years+
Broad tendencies studied at this level:
1. Moving toward others (sociability, helpfulness)
2. Moving away from others (withdrawal)
3. Moving against others (aggression)
Functional Play – Simple, repetitive motor movements with or without object. (p. 606)
Constructional Play – Creating or constructing something.
Make-believe (Pretend) Play – Acting out everyday and imaginary roles.
Games with rules – Understanding and following rules in play activities
Nonsocial Activity – Unoccupied, onlooker behavior and solitary play. (p. 605)
Parallel play – A form of limited social participation in which the child plays near other children with similar materials but does not try to influence their behavior. (p. 605)
Associative play – A form of true social participation in which children engage in separate activities, but they interact by exchanging toys and commenting on one another’s behavior. (p. 605)
Cooperative play – A form of true social participation in which children’s actions are directed toward a common goal. (p. 605)
Solitary-active – Behavior is characterized by solitary-functional play (repeated sensorimotor actions with or without objects) and/or by solitary dramatic/pretend play.
Reticence – Consists of on looking (prolonged looking at peer(s) without accompanying play) and/or being unoccupied (doing nothing).
Solitary-passive – Behavior comprises the quiescent exploration of objects and/or constructive activity while playing alone.
Sharing/giving:
Proactive/Instrumental Aggression – Aggression aimed at obtaining an object, privilege, or space with no deliberate intent to harm another person. (p. 514)
Handle conflict with others:
Dominance Hierarchy - A stable ordering of group members that predicts who will win when conflict arises. (p. 607)
Clique – A small group of about five to seven members who are good friends. (p. 620)
Reactive/Hostile Aggression – Aggression intended to harm another person (p. 514)
Physical/Overt Aggression – A form of hostile aggression that harms others through physical injury or the threat of such injury (e.g., hitting, kicking, or threatening to beat up a peer). (p. 514)
Relational Aggression – A form of hostile aggression that damages another’s peer relationships, as in social exclusion or rumor spreading. (p. 514)
Rough-and-Tumble Play – A form of peer interaction involving friendly chasing and play-fighting. (p. 607)
Phonological Development
Pragmatics: The component of language concerned with the rules for engaging in effective and appropriate communication with others. (p. 358)
Phonology: The component of language concerned with the rules governing the structure and sequence of speech sounds. (p. 358) TV is didi, cookie is gege, sea is tea, say is tay, lap is yap, ready is weddy
Semantics: The component of language concerned with understanding the meaning of words and word combinations. (p. 358) object words: apple, ball; action words: bye-bye, go, hi, look, more, out, up; state words: all gone, big, dirty, hot, mine, pretty, outside, red, uh-oh, wet; personal/social words: no, ouch, please, want, yes, thank you; function words: for, is, to, what, where
Turnabout: A conversational strategy in which the speaker not only comments on what has just been said but also adds a request to get the partner to respond again.
Referential Communication Skills: The ability to produce clear verbal messages and to recognize when the meaning of others’ messages is unclear.
Fast-mapping: Connecting a new word with an underlying concept after only a brief encounter. (p. 372)
Underextension: An early vocabulary error in which a word is applied too narrowly, to a smaller number of objects and events than is appropriate. (p. 378)
Overextension: An early vocabulary error in which a word is applied too broadly, to a wider collection of objects and events than is appropriate. (p. 378)
Word coinage and metaphors
Telegraphic Speech: Children’s two-word utterances that, like a telegram, leave out smaller and less important words. (p. 383)
Overregularization: Application of regular grammatical rules to words that are exceptions. (p. 385)
Emotion - Expression of readiness to establish, maintain, or change one’s relation to the environment on a matter of personal importance. (p. 400)
Emotional Self-Regulation - The strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals. (p. 407)
Temperament – Stable individual differences in quality and intensity of emotional reaction, activity level, attention, and emotional self-regulation. (p. 417-425)
Inhibited (shy) children – A child whose temperament is such that he reacts negatively to and withdraws from novel stimuli (p. 419).
Uninhibited (sociable) children - A child whose temperament is such that he displays positive emotion to and approaches novel stimuli (p. 419).
Formation of a reciprocal relationship:
Attachment – The strong affectional tie that humans feel toward special people in their lives. (p. 419)
Ethological Theory of Attachment – A theory formulated by Bowlby, which views the infant’s emotional tie to the familiar caregiver as an evolved response that promotes survival. (p. 420)
Bowlby’s Ethological Theory (p. 426)
– Preattachment phase
– Attachment-in-the-making phase
– Phase of clear-cut attachment
• Separation Anxiety – An infant’s distressed reaction to the departure of the familiar caregiver.
– Formation of a reciprocal relationship
Internal Working Model – A set of expectations derived from early care giving experiences concerning the availability of attachment figures, their likelihood of providing support during times of stress, and the self’s interaction with those figures that affect all future close relationships. (p. 427)
Self-control (resistance to temptation) – Inhibiting an impulse to engage in behavior that violates a moral standard (p. 510).
Compliance – Voluntary obedience to requests and commands (p. 511).
Delay of gratification – Waiting for a more appropriate time and place to engage in a tempting act or obtain a desired object (p. 511)
Moral Self-Regulation – The ability to monitor one’s own conduct, constantly adjusting it as circumstances present opportunities to violate inner standards (p. 512)
Distributive Justice – Beliefs about how to divide material goods fairly. (p. 508)
Postconventional level – Kohlberg’s highest level of moral development, in which morality is defined in terms of abstract principles and values that apply to all situations and societies. (p. 497)
Conventional level –Kohlberg’s second level of moral development, in which moral understanding is based on conforming to social rules to ensure positive human relationships and societal order. (p. 496)
Preconventional level –Kohlberg’s first level of moral development, in which moral understanding is based on rewards, punishment, and the power of authority figures. (p. 496)
Autonomous Morality – Piaget’s second stage of moral development, in which children view rules as flexible, socially agreed-on principles that can be revised to suit the will of the majority.
Ideal Reciprocity – A standard of fairness based on mutuality of expectations, in which individuals express the same concern for the welfare of others as they would have others grant to them. Captured by the Golden Rule (p. 492).
Heteronomous Morality – Piaget’s first stage of moral development, in which children view rules as handed down by authorities, as having a permanent existence, as unchangeable, and as requiring strict obedience.
Realism - A view of rules as external features of reality rather than as cooperative principles that can be modified at will. Characterizes Piaget’s heteronomous stage (p. 492)
Social Competence - The ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations (Rubin & Rose-Krasnor, 1992).
Ability to develop Intimate Friendships: The braiding of the behaviors of two individuals into a social exchange of some
Level 1: Friendship as a handy playmate
– About 4 to 7 years
Level 2: Friendship as mutual trust and assistance
– About 8 to 10 years
Level 3: Friendship as intimacy and loyalty
– 11 to 15 years+
Broad tendencies studied at this level:
1. Moving toward others (sociability, helpfulness)
2. Moving away from others (withdrawal)
3. Moving against others (aggression)
Functional Play – Simple, repetitive motor movements with or without object. (p. 606)
Constructional Play – Creating or constructing something.
Make-believe (Pretend) Play – Acting out everyday and imaginary roles.
Games with rules – Understanding and following rules in play activities
Nonsocial Activity – Unoccupied, onlooker behavior and solitary play. (p. 605)
Parallel play – A form of limited social participation in which the child plays near other children with similar materials but does not try to influence their behavior. (p. 605)
Associative play – A form of true social participation in which children engage in separate activities, but they interact by exchanging toys and commenting on one another’s behavior. (p. 605)
Cooperative play – A form of true social participation in which children’s actions are directed toward a common goal. (p. 605)
Solitary-active – Behavior is characterized by solitary-functional play (repeated sensorimotor actions with or without objects) and/or by solitary dramatic/pretend play.
Reticence – Consists of on looking (prolonged looking at peer(s) without accompanying play) and/or being unoccupied (doing nothing).
Solitary-passive – Behavior comprises the quiescent exploration of objects and/or constructive activity while playing alone.
Sharing/giving:
Proactive/Instrumental Aggression – Aggression aimed at obtaining an object, privilege, or space with no deliberate intent to harm another person. (p. 514)
Handle conflict with others:
Dominance Hierarchy - A stable ordering of group members that predicts who will win when conflict arises. (p. 607)
Clique – A small group of about five to seven members who are good friends. (p. 620)
Reactive/Hostile Aggression – Aggression intended to harm another person (p. 514)
Physical/Overt Aggression – A form of hostile aggression that harms others through physical injury or the threat of such injury (e.g., hitting, kicking, or threatening to beat up a peer). (p. 514)
Relational Aggression – A form of hostile aggression that damages another’s peer relationships, as in social exclusion or rumor spreading. (p. 514)
Rough-and-Tumble Play – A form of peer interaction involving friendly chasing and play-fighting. (p. 607)
Phonological Development
Pragmatics: The component of language concerned with the rules for engaging in effective and appropriate communication with others. (p. 358)
Phonology: The component of language concerned with the rules governing the structure and sequence of speech sounds. (p. 358) TV is didi, cookie is gege, sea is tea, say is tay, lap is yap, ready is weddy
Semantics: The component of language concerned with understanding the meaning of words and word combinations. (p. 358) object words: apple, ball; action words: bye-bye, go, hi, look, more, out, up; state words: all gone, big, dirty, hot, mine, pretty, outside, red, uh-oh, wet; personal/social words: no, ouch, please, want, yes, thank you; function words: for, is, to, what, where
Turnabout: A conversational strategy in which the speaker not only comments on what has just been said but also adds a request to get the partner to respond again.
Referential Communication Skills: The ability to produce clear verbal messages and to recognize when the meaning of others’ messages is unclear.
Fast-mapping: Connecting a new word with an underlying concept after only a brief encounter. (p. 372)
Underextension: An early vocabulary error in which a word is applied too narrowly, to a smaller number of objects and events than is appropriate. (p. 378)
Overextension: An early vocabulary error in which a word is applied too broadly, to a wider collection of objects and events than is appropriate. (p. 378)
Word coinage and metaphors
Telegraphic Speech: Children’s two-word utterances that, like a telegram, leave out smaller and less important words. (p. 383)
Overregularization: Application of regular grammatical rules to words that are exceptions. (p. 385)
Emotion - Expression of readiness to establish, maintain, or change one’s relation to the environment on a matter of personal importance. (p. 400)
Emotional Self-Regulation - The strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals. (p. 407)
Temperament – Stable individual differences in quality and intensity of emotional reaction, activity level, attention, and emotional self-regulation. (p. 417-425)
Inhibited (shy) children – A child whose temperament is such that he reacts negatively to and withdraws from novel stimuli (p. 419).
Uninhibited (sociable) children - A child whose temperament is such that he displays positive emotion to and approaches novel stimuli (p. 419).
Formation of a reciprocal relationship:
Attachment – The strong affectional tie that humans feel toward special people in their lives. (p. 419)
Ethological Theory of Attachment – A theory formulated by Bowlby, which views the infant’s emotional tie to the familiar caregiver as an evolved response that promotes survival. (p. 420)
Bowlby’s Ethological Theory (p. 426)
– Preattachment phase
– Attachment-in-the-making phase
– Phase of clear-cut attachment
• Separation Anxiety – An infant’s distressed reaction to the departure of the familiar caregiver.
– Formation of a reciprocal relationship
Internal Working Model – A set of expectations derived from early care giving experiences concerning the availability of attachment figures, their likelihood of providing support during times of stress, and the self’s interaction with those figures that affect all future close relationships. (p. 427)
Friday, November 5, 2010
SPAN rough draft 2
Joy Prior
SPAN 106
Legalizar Las Drogas
A mi modo de ver las drogas son una adicción. Muchos individuos no le gustan las drogas. Los ciudadanos honorables no quieren pagar para o cocaÃna, o marajá, o pastillas para una fiesta o el fin de semana no por qué ni las drogas son ilegal, ni las drogas son caros, ni las drogas difÃcil obtener. Muchos ciudadanos honórales no quieren pagar para o cocaÃna, o marajá, o pastillas para una fiesta o el fin de semana con sencillez por qué ellos querrÃan sus salud. Muchos individuos tienen el valor.
Hoy las drogas es ilegal si el pueblo seguirÃa el derecho no, nunca saben el sabor o cocaÃna, o marajá, o pastillas por qué las drogas ilegal. Los delincuentes que consumÃan las drogas saben el sabor de las drogas ilegal. Desde mi punto de vista pero hoy nunca ciudadana honorable sabe el sabor de las drogas ilegal. Ellos no tienen una adicción. Ellos no consumen drogas. Si ellos no consumen las drogas, no querrÃan las drogas. Los drogadictos quieren legalizar las drogas. Ellos saben el sabor de cocine, o marajá, o pastillas. Ellos tienen una adicción de las drogas ilegal. Legalizar las drogas darle los ciudadana con adicción no, cuando las drogas tienen ilegal, podrÃan obtener o cocaÃna, o marajá, o pastillas por un precio con impuesto. Legalizar las drogas es un acto despreciable.
Desde mi punto de vista la legalización de las drogas es asesinar el inocente. No ciudadana honorable querrÃa otros asesinar. Muchos drogadictos se suicidaban, robaban, violaban, atracaban, asaltaban, y asesinaba el inocente por drogas. Drogas son horribles. No quiero drogas en mi viva. No quiero aumentar la oportunidad serÃa una vÃctima de un drogadicto.
SPAN 106
Legalizar Las Drogas
A mi modo de ver las drogas son una adicción. Muchos individuos no le gustan las drogas. Los ciudadanos honorables no quieren pagar para o cocaÃna, o marajá, o pastillas para una fiesta o el fin de semana no por qué ni las drogas son ilegal, ni las drogas son caros, ni las drogas difÃcil obtener. Muchos ciudadanos honórales no quieren pagar para o cocaÃna, o marajá, o pastillas para una fiesta o el fin de semana con sencillez por qué ellos querrÃan sus salud. Muchos individuos tienen el valor.
Hoy las drogas es ilegal si el pueblo seguirÃa el derecho no, nunca saben el sabor o cocaÃna, o marajá, o pastillas por qué las drogas ilegal. Los delincuentes que consumÃan las drogas saben el sabor de las drogas ilegal. Desde mi punto de vista pero hoy nunca ciudadana honorable sabe el sabor de las drogas ilegal. Ellos no tienen una adicción. Ellos no consumen drogas. Si ellos no consumen las drogas, no querrÃan las drogas. Los drogadictos quieren legalizar las drogas. Ellos saben el sabor de cocine, o marajá, o pastillas. Ellos tienen una adicción de las drogas ilegal. Legalizar las drogas darle los ciudadana con adicción no, cuando las drogas tienen ilegal, podrÃan obtener o cocaÃna, o marajá, o pastillas por un precio con impuesto. Legalizar las drogas es un acto despreciable.
Desde mi punto de vista la legalización de las drogas es asesinar el inocente. No ciudadana honorable querrÃa otros asesinar. Muchos drogadictos se suicidaban, robaban, violaban, atracaban, asaltaban, y asesinaba el inocente por drogas. Drogas son horribles. No quiero drogas en mi viva. No quiero aumentar la oportunidad serÃa una vÃctima de un drogadicto.
SFL 240 #8
It shocked me that reading was included in the top ten things to teach your child. There are so many different things in the world to teach children, but the prophet felt that it was important to teach children how to read. It got me thinking about reading to children as a serious thing. Of course there are the practical things about reading; the ability to do well in school, the ability to do common day things like read a menu at a restaurant, and the ability to critique and learn about other times and places. All of these are good things, but honestly if the schools took enough time and money they could teach a child how to read a book. In my mind for a prophet to emphasize the importance of reading to children is has to be more than just a simple suggestion for increasing academic successes. I thought about what reading was to me as a child and concluded that reading builds memories.
I have lasting memories from my father reading to me as a child that I want my children to have with me. One of the most common ways to work reading into a child’s development is for parents to read a story book before going to bed. In my ideal life every night before going to bed my husband and I help our children pick from a shelf full of finger smudged books their favorite story to read while we sit on their beds wrapped in blankets and surrounded by teddy bears and stuffed animals. I want them to develop memories while we read. We would talk about the pictures and point to the words while we read them. It is important for me that they develop these memories while reading because no matter how empty head “I Love you This Much,” “The Squall who Lost His Nuts,” or “The Monster at the end of this Book,” these books might seem they will always have a special place in my heart because I remember reading them with my parents.
My dad used to read to me and my brother when we were younger. He had a chair with two oak arm rests that were so large my brother could sit on one comfortably and I could sit on the other while my dad read stories about cows that could go to Paris, three men at sea, and a bear that was so lazy he did not even plant his own garden. I am too big to sit on the arm rests any more. The straight oak back makes it the most uncomfortable chair in the whole house to curl up and read a good book in. It is sun bleached too, and although my mom has vowed to remodel that chair countless times my dad tells her not to. As I look at the chipped stained legs and the flattened cushion I cannot help but to hope that the chair is never covered up because even now I can remember tracing the plaid material with my finger while listening to my dad’s voice rumble like distant rolling thunder.
I think that reading is important, and that teaching children to read is vital for a child to develop academically, and that parents should care about their child’s academic performance. I believe that the prophets are concerned parents to read with their children for more than the simple reason that children need to learn how to read. If the only goal was to teach a child to read letters on a page than a proper formal education would be sufficient. I think that they also gave us this council so that parents could develop opportunities to create lasting memories with their children.
I have lasting memories from my father reading to me as a child that I want my children to have with me. One of the most common ways to work reading into a child’s development is for parents to read a story book before going to bed. In my ideal life every night before going to bed my husband and I help our children pick from a shelf full of finger smudged books their favorite story to read while we sit on their beds wrapped in blankets and surrounded by teddy bears and stuffed animals. I want them to develop memories while we read. We would talk about the pictures and point to the words while we read them. It is important for me that they develop these memories while reading because no matter how empty head “I Love you This Much,” “The Squall who Lost His Nuts,” or “The Monster at the end of this Book,” these books might seem they will always have a special place in my heart because I remember reading them with my parents.
My dad used to read to me and my brother when we were younger. He had a chair with two oak arm rests that were so large my brother could sit on one comfortably and I could sit on the other while my dad read stories about cows that could go to Paris, three men at sea, and a bear that was so lazy he did not even plant his own garden. I am too big to sit on the arm rests any more. The straight oak back makes it the most uncomfortable chair in the whole house to curl up and read a good book in. It is sun bleached too, and although my mom has vowed to remodel that chair countless times my dad tells her not to. As I look at the chipped stained legs and the flattened cushion I cannot help but to hope that the chair is never covered up because even now I can remember tracing the plaid material with my finger while listening to my dad’s voice rumble like distant rolling thunder.
I think that reading is important, and that teaching children to read is vital for a child to develop academically, and that parents should care about their child’s academic performance. I believe that the prophets are concerned parents to read with their children for more than the simple reason that children need to learn how to read. If the only goal was to teach a child to read letters on a page than a proper formal education would be sufficient. I think that they also gave us this council so that parents could develop opportunities to create lasting memories with their children.
SFL 240 #7
Developing Healthy Living has become more of a buzz word than anything in our society today, and yet I do not think that many people know how to define it. Instead people use words like Obese, Fattening, and Calories to beat around the bush and get what Healthy Living is not. I guess it is good to avoid these things, but often times with such complicated subjects as health and diet it is easier to define what it is not rather than directly attack what it is. In all fairness the relationship between healthy living and non-healthy living is two strokes because you do have to know what habits to avoid and then replace those habits with positive ones. In the context of this parent and child development class I think that the as a future parent I should really be asking myself what develops Healthy Living? Isn’t development the whole idea behind parenting? Not definitions of healthy or non-healthy but the development of my child from being bottle feed to being able to go to college their freshman year and buy their own groceries. Some were a long that path of development my child is going develop what healthy living means to them, and the frightening aspect is that I am the one responsible for teaching them. Fortunately, my parent taught me to live healthy by avoiding processed foods, exercising, and sleeping and there were some really good ideas in our class discussions about how to develop Healthy Living.
I think that the most interesting video we watched in class about eating was the picky eaters. In a short summary the video we watched was about a pediatrician who encouraged parents of picky eaters to let their children go hungry for a few meals until they realize that what is for dinner is for dinner. What? Go hungry how frightening is all that I could think, until the pediatrician started to explain the psychology behind his suggestion. He emphasized that a parent’s job is not to put food inside of their child’s stomach, but to help the child develop healthy living. If the parent’s goal is to just feed their child for that one day and at that one meal then yes making sure that even if they only eat gram crackers and peanut butter at least they got something into their stomach is the perfect approach, but that is not the goal of a parent. Parents are there to help their children become independent and self-reliant. The pediatrician said that if parents keep that goal in mind it is easy for them to send their child to bed hungry a few nights, because hunger is the natural consequence of not eating. This idea was completely reverse to anything that I dreamed of being true.
In class it was also really good to hear that parents should make trying new foods a positive experience by not forcing their child to eat the new food. My dad used to say that cabbage was Adam and Eve’s favorite dinner food and then he would take a big bite of cabbage himself. The next night Adam and Eve liked lima beans and the night after that Adam and Eve liked onions. Come to find out Adam and Eve liked all of the vegetables on my dinner plate, imagine that. I think that people in general like expectations, and believe that there should be an expectation for everything. If I were given a plate of food at a new dinner and the waiter told me that I might not like it but that I had to eat it all any way I would probably not eat it and you can forget about tipping the waiter. I think back to how many times I have trusted the opinion of the white-shirted-pen-holding-low-salary waiter taking my order and even if the dish I ordered was not my favorite I justify the meal because it was the house special or the most ordered platter and that if I came to the same restaurant the next day and ordered the same plate the chef would have prepared it better. Children are not much different. Not that I want to belittle a hard working mother to a full-time waitress but I agree with the pediatrician that not forcing children to eat new foods and also giving children high expectations for new foods helps them to feel encouraged to explore and try new and different foods.
I think that the most interesting video we watched in class about eating was the picky eaters. In a short summary the video we watched was about a pediatrician who encouraged parents of picky eaters to let their children go hungry for a few meals until they realize that what is for dinner is for dinner. What? Go hungry how frightening is all that I could think, until the pediatrician started to explain the psychology behind his suggestion. He emphasized that a parent’s job is not to put food inside of their child’s stomach, but to help the child develop healthy living. If the parent’s goal is to just feed their child for that one day and at that one meal then yes making sure that even if they only eat gram crackers and peanut butter at least they got something into their stomach is the perfect approach, but that is not the goal of a parent. Parents are there to help their children become independent and self-reliant. The pediatrician said that if parents keep that goal in mind it is easy for them to send their child to bed hungry a few nights, because hunger is the natural consequence of not eating. This idea was completely reverse to anything that I dreamed of being true.
In class it was also really good to hear that parents should make trying new foods a positive experience by not forcing their child to eat the new food. My dad used to say that cabbage was Adam and Eve’s favorite dinner food and then he would take a big bite of cabbage himself. The next night Adam and Eve liked lima beans and the night after that Adam and Eve liked onions. Come to find out Adam and Eve liked all of the vegetables on my dinner plate, imagine that. I think that people in general like expectations, and believe that there should be an expectation for everything. If I were given a plate of food at a new dinner and the waiter told me that I might not like it but that I had to eat it all any way I would probably not eat it and you can forget about tipping the waiter. I think back to how many times I have trusted the opinion of the white-shirted-pen-holding-low-salary waiter taking my order and even if the dish I ordered was not my favorite I justify the meal because it was the house special or the most ordered platter and that if I came to the same restaurant the next day and ordered the same plate the chef would have prepared it better. Children are not much different. Not that I want to belittle a hard working mother to a full-time waitress but I agree with the pediatrician that not forcing children to eat new foods and also giving children high expectations for new foods helps them to feel encouraged to explore and try new and different foods.
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