ecause daily life ag-gressive behavior is perceived as relatively non-aggressive after violentvideo game play–playing violent video games increases subsequentaggressive behavior
Again, how do participants compare the levels of such behavior after the games?
his biased per-ception of what behaviors count as aggressive in turn tends to accountfor increased aggressive behavior after violent video game play.
Yes. Ideas and values become relative after an exposure to a certain set of norms in a different reality.
About half of the participants were asked to imaginethat they performed a wide spectrum of daily-life aggressive behaviors
Interesting. What forms?
It would also bemeaningful to employ observational techniques of cyberbullyingin order to assess the true nature of this form of aggression.
Yes. How would this look?
In an onlineenvironment, however, physical size no longer holds power, aseven the smallest and least physically powerful individual canengage in cyberbullying
How does that change the dynamic? Is it more or less potent?
As noted, some researchers have supported the hypothesis thatelectronic media is simply another medium through which youthwho already aggress offline, can now aggress online
Interesting. How does the change in the medium affect children now?
he present study clearly highlights theimportance of including friends’ moral development when predict-ing children’s aggressive behavio
Good. What campaigns or initiatives can be created to address this?
nominations of their peers’
Useful method to provide children with autonomy
On the other hand,friendship represents a dyadic construct and is characterized byreciprocity and voluntariness of a relationship between two persons
Reciprocity is a big idea. How does the success of a friendship correlate to this?
But how is a friend’s moral development related to a child’saggressive behavior?
Researched this article previously for a paper. How is aggression indicative of a child's values?
consistent with themes of more interdependent versus independent selves across these two cultures, respectively
Are these conclusions appropriate? Still linteresting idea.
authoritative parenting
Is this an appropriate term? Could there be a more fitting one?
attachments
Attachment security, great idea
modeling
Yes. Modeling is a key concept in that children imitate those around them. Are there cases where children defy this though?
tressing that moral action is more likely to be consistent with moral reasoning when accompanied by a sense of obligation to implement the action.
How does duty relate to moral values?
Furthermore, parents may encour-age their children to engage in community activities, participation in which might then lead to increases in moral values through the experience of such helping activity
Yes. Children mimic the environment around them and attain moral values through practices that other ppl have
They assessed moral motivation by asking 6-year-olds to respond to rule violations in hypothetical dilemmas—for example, not sharing a pencil or stealing another child’s chocolate
Indeed. Such hypothetical situations are what allow individuals to witness the moral reasoning of children.
Similarly, Nelson et al. (2007) and Wu et al. (2002) found that Chinese parents were more likely than American parents to emphasize shaming in parenting and that shaming was per-ceived more positively by Chinese than American parents.
Exceptions?
Children in some East Asian countries such as China and Korea also spend less time playing than North American children partly because Asian children spend a large amount of time doing schoolwork (
What are exceptions though? Good to acknowledge the cases that are different.
Moreover, when Korean children engaged in pretend play, it contained more everyday and family role activities and less fantastic themes (
How does this pertain to culture and norms there?
Costa Rican toddlers also had higher regulation scores than Greek toddlers.
Interesting. What exceptions defy this though across cultures?
The mechanism for the moderation involves the socialization process, which includes social judgments of, and responses to, specifi c child behaviors.
Yes. Response vs reaction
Cultural norms and values may provide guidance for interpreting and evaluating social behaviors and thus impart meanings to the behaviors
How do our norms educate and guide us? How can we understand those norms better to break down stereotypes?
Given the acceleration of globalization, the future of chil-dren ’ s development will involve more personal as well as indirect interracial interactions for children and adolescents.
Yes. Which is why we need to keep doing work on educating children on the diversity of race and what that entails.
mplicit racial bias refl ects those attitudes that are not avail-able through refl ection or introspection (Greenwald & Banaji, 1995) but can still infl u-ence decisions and reactions in response to interracial situations
Good. Is there a way to understand this more as a means of more awareness?
his dichotomous logic early in childhood gives way during middle childhood to the ability to have a blended, mixed evaluation of a characteristic and to the realization that more than one kind of characteristic can be regarded as positive.
Yes. Children are able to see themselves represented in society
Do children begin with a tabula rasa with respect to racial and ethnic groupings, or do they start with some innate tendencies?
Good. Are kids born with a blank slate or are there some innate characteristics early on?
Children ’ s social development in interracial contexts has been of considerable interest to researchers for many decades, and this research has uncovered important insights into children ’ s social developmen
Interesting. Yes, all of us come from a mixture of backgrounds and ethnicities.
There have also been continuing issues about the combined and separate contributions of mother – child and father – child relationships
What is the discrepancy and difference between those dynamics?
extended social developmental outcomes to more individual components such as emotional regulation, emotional competence, awareness of own emotions, ability to understand emotions in others, capacity for empathic and sympathetic involvement, and so on.
metacognition--> awareness of yourself
Synchrony, for example, has been claimed to capture mutuality and reciprocity in parent – child interac-tions
Symbiotic relationship between parent and child
ronfenbrenner ’ s bioecological theory of human development (1979, 1999) and Lerner ’ s developmental context model (Lerner et al., 2002
My thoughts exactly about Brofenbrenner, relevant theory
Relationships, therefore, are composed of interactions, and two - way processes link relationships and interactions, so that interactions are in turn infl uenced by relationships.
The idea of a system of web of dynamics
elationships, therefore, are composed of interactions, and two - way processes link relationships and interactions, so that interactions are in turn infl uenced by relationships.
The idea of a system or web of dynamics