College 8 Ontwikkelingspsychologie

Slide 1: Ontw ikke lingspsycho lgie College 8

Slide 2: Do e l • Kennismaking met onderzoeksveld • Methodologische problemen en oplossingen 2

Slide 3: Wat te o ntho ude n? • Uses and gratification versus effecten • Theory of mind • Gebruik van schematheorie • Fases van Piaget • Rol van Just World 3

Slide 4: Opze t • Wat media met opgroeiende kinderen doen.  Horror  Fantasie • Wat opgroeiende kinderen met media doen.  Morele ontwikkeling (Kohlberg/Piaget) 4

Slide 5: Ove rzicht the ma’s 1 • Agressie • Lezen • Fantasie en spel • Dromen 5

Slide 6: Ove rzicht the ma’s 2 • Begrip van doel van reclame • Begrip van ironie • Aandacht • Kijkstijl • Conventies 6

Slide 7: Ho rro r 7

Slide 8: Ho rro r e n angst • Slaapstoornissen • Angst in gerelateerde situaties • Lange-termijnseffecten 8

Slide 9: Ho rro r e n angst As far as lasting effects, to this very day, when floating in a body of deep water, I still occasionally have that feeling that something could come and grab me. 9

Slide 10: Ho rro r e n angst I was very frightened by the film and didn’t ever want to go into the woods again. I still am scared to drive in a car through wooded areas at night. 10

Slide 11: Ho rro r e n angst I now check under the bed, inside the closet and shower when I get home to make sure no one is there. 11

Slide 12: Ho rro r e n angst • Kinderen:  Onderscheid feit/fictie  Gevoelig voor beelden • Regulatieprocessen (fight & flight) • Geheugen • Kritiek?  Zelfrapportage (taalvermogens!) 12

Slide 13: Laatste w o o rd? • Verisimilitude als basis voor beleidsadvies 13

Slide 14: Ho rro r e n angst 14

Slide 15: Ho rro r e n angst 15

Slide 16: Fantasie e n spe l • Jeugdhelden, voor en na de komst van televisie:  Verschillen vooral op jonge leeftijd  Veel meer spelletjes over helden  Beperkt aantal eigenschappen  Media als bron 16

Slide 17: Wie zijn de je ugdhe lde n? 25 20 15 10 5 0 Fantasy Real life Acq. Family Non-human Voor en na de komst van televisie 17

Slide 18: Waar ko me n ze vandaan? 25 20 15 10 5 0 Media Direct Friends/Sib Par. Occ. Other 18

Slide 19: Fantasie vrie ndje • Voor en na invoer van televisie in pioniersstadje • Afname aantal fantasievriendjes 19

Slide 20: Cre ativite it in fantasie • Groepen:  Smurf speelgoed – Cartoon – Smurf speelgoed  Smurf speelgoed – Spelletje – Smurf speelgoed  Trol speelgoed – Cartoon – Smurf speelgoed 20

Slide 21: 2. Wat do e n kinde re n me t me dia? • Kohlberg’s model  Uitleg  Kritiek • Onderzoek  Just world: twee voorbeelden 21

Slide 22: Mo re le o ntw ikke ling • Moral development (Kohlberg) • Reacties op verhalen (Just world) 22

Slide 23: Mo ral de ve lo pme nt Lawrence Kohlberg 23

Slide 24: Dile mma A woman is near death from cancer. One drug might save her, a form of radium discovered by a chemist living in the same town, who is selling the drug at ten times what it cost him to manufacture it. The sick woman’s husband, Heinz, tried to borrow the money but could raise only half the price. He told the chemist that his wife was dying and asked him to sell the drug more cheaply or, at least, let him pay later, but the chemist refused. The desperate husband broke into the chemist’s shop to steal the drug for his wife. Should he have done that? 24

Slide 25: Ko hlbe rg • Cognitieve ontwikkeling  Complexiteit  Inleving • Meting (dilemma’s) 25

Slide 26: Ko hlbe rg Three levels of moral development • (Amoral orientation) 3. Preconventional level 4. Conventional level 5. Postconventional level 26

Slide 27: 1. Pre co nve ntio nal • Stage 1. Morality of  Avoidance of punishment and punishment obedience • Stage 2. Morality of  Egocentric naïve instrumental perspective; weighing hedonism of potential risks and benefits 27

Slide 28: Vo o rbe e lde n • He shouldn’t have done that. (Why?) Because they will catch him and put him in jail. (stage 1) • He should steal the drug for his freind. (Why?) Because he may need his friend’s help someday. (stage 2) 28

Slide 29: 2. Co nve ntio nal • Stage 3. Morality of • Morality based on maintaining good approval from others relations • Stage 4. Morality of • Rules and laws define maintaining social morality order 29

Slide 30: Vo o rbe e lde n • The rich man should help the poor person. …If the (rich person) helped the poor person, the poor person would be glad and grateful and the rich person would have a good feeling inside because he had done a good thing. (stage 3) 30

Slide 31: Vo o rbe e lde n • The (chemist) should report Heinz. (why?) It’s the dut of a citizen to report a lawbreaker to the authorities. Heinz did break the law and should pay his debt to society. (stage 4). 31

Slide 32: 3. Po stco nve ntio nal • Stage 5. Morality of  Obey societal rules for social contracts the common good, although individual rights sometimes outweigh laws  Societal laws and rules based on ethical values • Stage 6. Morality of universal ethical principles 32

Slide 33: Vo o rbe e lde n • Yes, Heinz should steal the drug. (Why?) Because there right to live is a basic human right and even though he must break the law in this case the right to life takes precendence over property rights. (stage 5) 33

Slide 34: Vo o rbe e lde n • Heinz should steal to save the life. (Why?) It was legally wrong, but morally right. All persons have a moral duty to save a life when they are in a position to do so. (stage 6). 34

Slide 35: Kritie k • Sekse verschillen? (Gilligan) • Eurocentristisch? (Shweder) • Hiërarchie is niet waardevrij • Fases komen simultaan voor 35

Slide 36: Just Wo rld 36

Slide 37: Just Wo rld Inde pe nde nt De pe nde nt • Age similarity • Gender similarity • Character valence • Outcome 37

Slide 38: Just Wo rld Inde pe nde nt De pe nde nt • Age similarity • Perceived similarity • Gender similarity • Like character • Character valence • Become character • Outcome • Suspense Just World • Like outcome • Like story 38

Slide 42: Just Wo rld 2 • Waardering voor drama 42

Slide 43: Just Wo rld 2 • Piaget (1948): Voor 7 jaar:  Straf niet ter discussie  Consequenties bepalen de stafmaat  Geen aandacht voor intenties  Algemeen: hoe strenger hoe beter Na 7 jaar:  Aandacht motivatie  Straf niet te mild niet te zwaar 43

Slide 44: Just Wo rld 2 • 2 x 3 factorial design:  Ontwikkelingsfase (boete doen vs. rechtvaardigheid)  Strafmaat (te laag, eerlijk, te hoog). • 30 vierjarigen, 30 zeven/achtjarigen 44

Slide 45: Just Wo rld 2 • Een sprookje, drie ontknopingen • Candid camera: gezichten 45

Slide 46: Just Wo rld 2 46

Slide 47: Just Wo rld 2 40 35 30 25 U nd e r 20 F a ir 15 O ve r Positive affect 10 5 0 4 7 or 8 A ge 47

Slide 48: Vrage n? 48

Slide 49: Dile mma 1 Joey wanted to go sled riding, but he could not go until he apologized to his sister for calling her a liar. He reluctantly and resentfully apologized, took out his sled and began his fun. He turned the sled runners too far and broke one of the runners. Soon his sister returned from the store, and disguising the snap in the runner, Joey allowed his sister to take a running flop on the sled. Even though she was hurt, she apologized over and over for breaking the sled. Joey felt sorry, but he didn’t confess that the sled was already broken. His sister went into the house and Joey wished he had not gone sled riding. 49

Slide 50: Ve rde r le ze n • Harris, M. en P.M. Pexman. (2003). Children’s perception of the social functions of verbal irony. D iscourse Processes, 36, 147-165. • Shweder, R.A., Mahapatra, M., Miller, J.G.(1990). Cultural and moral development. J.W. Stigler et al. (Eds.)..Cultural psychology; Essays on comparative human development. Cambridge: Cambridge University Press. • Zillmann, D. & Bryant, J. (1975). Viewer’s moral sanction of retribution in the appreciation of dramatic presentations. Journal of experimental social psychology, 11, 572-582. 50

Slide 51: Tw e e de vo o rbe e ld dile mma Joey wanted to go sled riding, but he could not go until he apologized to his sister for calling her a liar. He reluctantly and resentfully apologized, took out his sled and began his fun. He turned the sled runners too far and broke one of the runners. Soon his sister returned from the store, and disguising the snap in the runner, Joey allowed his sister to take a running flop on the sled. Even though she was hurt, she apologized over and over for breaking the sled. Joey felt sorry, but he didn’t confess that the sled was already broken. His sister went into the house and Joey wished he had not gone sled riding. 51

Slide 52: Wat mo e t je o ntho ude n? • Methodologie  Dependent en independent  Double blind  Factorial design  Subject variabele • Ontwikkelingsperspectief  Kohlberg en de kritiek  “Just world” concept  Piaget 52

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