This document discusses the impact of media like television and computers on social learning and development in children and adolescents. It notes that television exposure is universal, with most homes having at least one TV, and time spent watching being similar across developed and developing nations. While educational TV can be beneficial, commercial content often contains stereotypes and promotes aggression and consumerism. Computer games also commonly emphasize violence and role-playing aggression. The internet allows teens to socialize through instant messaging but can expose them to risks when meeting strangers online. Social intelligence involves understanding oneself and others through social skills, interactions, and perspective-taking abilities. It differs from general intelligence and can be measured through tests, with higher scores relating to stronger interpersonal skills.

1. SUBMITTEDBY :
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2. Definition: Commitment that develops processes need to
benefit people, particularly but not only the poor, but also a
recognition that people, and the way they interact in groups
and society, and the norms that facilitates such interaction,
shape development processes.

3.  Family
 Schools
 Day Care
 Peer group
 Mass Media

4. Television
Computers
Newspaper
Magazines

5.  Exposure to television is universal in all
industrialized countries.
 Nearly all homes have at least one television
set.
 Time spent watching television in developed
nations and developing nations are similar.
 Television could be a powerful, cost-effective
means of strengthening cognitive, emotional
and social development.

6.  AGRESSION: According to large scale
survey, 57 percent of American TV programs
between 6 am and 11 pm contain violent
scenes. The typical American child finishing
elementary school has seen 8,000 murders
and more than 10,000 other violent acts on
TV. Reviewers of thousands of studies have
concluded that television violence increases
the likelihood of hostile thoughts and
emotional and of verbally and aggressive
behavior.

7. Popular TV shows watched by teenagers.

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9.  Furthermore, television violence hardens
children to aggression, after just a few
exposures, viewers habituate, responding with a
reduced arousal to real-world instances and
tolerating more aggression in others .
 The television industry has contested these
findings, claiming that they are weak. But co-
relation between media and aggression is as
high as the co-relation between smoking and
lung cancer.

10.  ETHNIC AND GENDER STEREOTYPES:
Educational programming for children is
sensitive to issues like equality and diversity,
commercial entertainment shows conveys
ethnic and gender stereotypes. African
Americans and other ethnic minorities are
under respected. Whenever these minorities do
appear they are portrayed as domestic workers
and unskilled labors. Gender stereotypes are
especially prevalent in cartoons. TV viewing is
linked to children’s gender stereotype biases.
Positive portrayal of women and minorities
lead to favorable views.

11.  CONSUMERISM: The marketing industry
aimed at selling products to youth – toys,
games, food clothing and a host of other items.
It has exploded and tripling in corporation
expenditures during the past decade, including
funds devoted to TV advertising. On average,
US children watch 40,000 TV commercials per
year, Canadian children 23,000. By age of 3,
children can distinguish between a regular
advertisement and a programme by it’s
loudness, fast paced action and sound effects.

12. COMPUTERS AND SOCIAL LEARNING
Children and adolescence spend much time using
home computers for entertainment purposes.
Games are popular pursuits specially among boys
surfing the web and communicating electronically
with friends rise sharply in adolescence. Teenagers
prefer immediacy and of instant messaging which
accounts one fourth of recreational computer time
for boys and nearly one third for girls.

13.  Computer Games: Most computer games
emphasize speed and action and violent plots
in which children advance by shooting at and
evading the enemy. Children also play more
complex adventure games. Generally with
themes of conquest and aggression. They
greatly enjoy simulation games that involves
entering virtual reality and role play characters.

14. Assassin's creed is one of the
most popular computer
games.

15.  INTERNET AND COMMUNICATION: Using computers to
communicate is a popular activity among
adolescents. Instant messaging teenagers’
preferred means of online interaction seems to
support friendship closeness. Young people’s
specialized jargon or cyber slang, developed to
facilitate communication and protect its
privacy has become a familiar part of popular
culture. As amount of IM messaging increased,
so did the young people perception of intimacy
in relationship.

16. Besides communicating with friends they know,
adolescence frequently use the internet to meet
new people. As a part of their striving for
autonomy and identity they end up relationship in
cyber space as it is appealing and opens a various
of alternatives.

17. SOCIAL INTELLIGENCE
DEFINITION:
The capacity to know oneself and to know others
is an inalienable a part of the human condition as
is the capacity to know objects or sounds, and it
deserves to be investigated no less than these other
"less charged" forms
Howard Gardner (1983)

18. THE PSYCHOMETRIC VIEW
The psychometric view of social intelligence has its
origins E.L. Thorndike's (1920).
Division of intelligence into three facets,
1)Pertaining to the ability to understand and
manage ideas (abstract intelligence).
2)Concrete objects (mechanical intelligence).
3)People (social intelligence).
In his classic formulation: "By social intelligence is
meant the ability to understand and manage men
and women, boys and girls -- to act wisely in
human relations".

19. Similarly, Moss and Hunt (1927) defined social
intelligence as the "ability to get along with others".
Vernon (1933), provided the most wide-ranging
definition of social intelligence as the person's
"ability to get along with people in general, social
technique or ease in society, knowledge of social
matters, susceptibility to stimuli from other
members of a group, as well as insight into the
temporary moods or underlying personality traits
of strangers.

20. MEASUREMENT OF SOCIALINTELLIGENCE
The social intelligence quotient or SQ is a statistical
abstraction similar to the ‘standard score’ approach
used in IQ tests with a mean of 100.
Scores of 140 or above are considered to be very high.
Unlike the standard IQ test, it is not a fixed model.
It leans more to Jean Piaget’s theory that intelligence is
not a fixed attribute but a complex hierarchy of
information-processing skills underlying an adaptive
equilibrium between the individual and the
environment. Therefore, an individual can change
their SQ by altering their attitudes and behaviour in
response to their complex social environment.

21. SQ has until recently been measured by techniques
such as question and answer sessions. These sessions
assess the person's pragmatic abilities to test eligibility
in certain special education courses, however some
tests have been developed to measure social
intelligence.
People with low SQ are more suited to work with low
customer contact, because they may not have the
required interpersonal communication and social skills
for success on with customers. People with SQs over
120 are considered socially skilled, and may work well
with jobs that involve direct contact and
communication with other people

22. This test can be used when diagnosing autism
spectrum disorders, including autism and
Asperger syndrome. This test can also be used to
check for some non-autistic or semi-autistic
conditions such as semantic pragmatic disorder or
SPD, schizophrenia, dyssemia and ADHD

23. DIFFERENT FROM INTELLIGENCE:
Nicholas Humphrey points to a difference between
intelligence and social intelligence. Some autistic
children are extremely intelligent because they are
very good at observing and memorising
information, but they have low social intelligence.
Similarly, chimpanzees are very adept at
observation and memorisation, sometimes better
than humans, but are, according to Humphrey,
inept at handling interpersonal relationships. What
they lack is a theory of other's minds.

24.  For a long time, the field was dominated by
behaviorism, that is, the theory that one could
understand animals including humans just by
observing their behavior and finding
correlations. But recent theories indicate that
one must consider the inner structure
behaviour.

25.  Both Nicholas Humphrey and Ross Honeywill
believe that it is social intelligence, or the
richness of our qualitative life, rather than our
quantitative intelligence, that makes humans
what they are; for example what it is like to be
a human being living at the centre of the
conscious present, surrounded by smells and
tastes and feels and the sense of being an
extraordinary metaphysical entity with
properties which hardly seem to belong to the
physical world. This is social intelligence

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