scholarly journals Trait Social Anxiety as a Conditional Adaptation: A Developmental and Evolutionary Framework

2019 ◽  
Author(s):  
Tara A. Karasewich ◽  
Valerie A. Kuhlmeier

Individuals with trait social anxiety are disposed to be wary of others. Although feeling social anxiety is unpleasant, evolutionary psychologists consider it to be an adaptation. In current models, social anxiety is described as functioning to have helped our prehistoric ancestors avoid social threat by warning individuals when their interactions with other group members were likely to be negative and motivating them to act in ways to prevent conflict or limit its damage. Thus, trait social anxiety is thought to have evolved in our species because it allowed our ancestors to preserve their relationships and maintain their positions in social hierarchies. While we agree with this conclusion drawn by existing evolutionary models, we believe that there is an important element missing in these explanations: the role that individual development has played in the evolution of trait social anxiety. We propose a new model, which argues for trait social anxiety to be considered a conditional adaptation; that is, the trait should develop as a response to cues in the early childhood environment in order to prepare individuals to face social threat in adulthood. Our evolutionary model can provide new insights into how trait social anxiety has persisted in our species and how it functions in the modern world.

2003 ◽  
Vol 13 (25) ◽  
pp. 41-58 ◽  
Author(s):  
Mariana Almeida de Oliveira ◽  
Rosângela de Assis Furtado ◽  
Tatiana Noronha de Souza ◽  
Mara Ignez Campos-de-Carvalho

Dada a ausência de instrumentos brasileiros para avaliação de qualidade da educação infantil, desenvolvemos estudos com duas escalas norte-americanas (Early Childhood Environment Rating Scale-ECERS e Infant/Toddler Environment Rating Scale-ITERS), examinando sua precisão à realidade brasileira. Cada item (ECERS-37; ITERS-35) é pontuado de 1 a 7, conforme instruções específicas, observadas durante atividades do grupo. Foram avaliadas turmas de instituições filantrópicas, municipais, privadas e universitária, obtendo-se: (1) índice de acordo entre dois avaliadores independentes acima de 85%, indicando um nível satisfatório de precisão; (2) baixo nível de qualidade do atendimento nas redes filantrópica e municipal, nesta havendo melhor qualidade; (3) nível satisfatório de qualidade em pré-escolas privadas e alto nível na creche universitária. As escalas discriminaram os vários modelos de instituição, diferenciaram as turmas entre si e aspectos satisfatórios ou deficitários em cada turma, essencial para a proposição de mudanças, visando melhoria na qualidade do atendimento oferecido.


2020 ◽  
Vol 30 (75) ◽  
pp. 958
Author(s):  
Iram Siraj ◽  
Steven J. Howard ◽  
Denise Kingston ◽  
Cathrine Neilsen‑Hewett ◽  
Edward C. Melhuish ◽  
...  

<p>Este estudo analisa as associações entre as pontuações provenientes de processos regulatórios de avaliação da qualidade da educação infantil australiana (Early Childhood Education and Care – ECEC) do National Quality Standard (NQS)2 e das duas escalas de avaliação de qualidade (SSTEW – Sustained Shared Thinking and Well Being; e ECERS-E – Early Childhood Environment Rating Scale-Extension). A amostra consiste em 257 unidades de ECEC em três estados australianos. Os resultados indicaram: associações positivas modestas entre as pontuações do NQS e das escalas; alguma especificidade entre as áreas de qualidade do NQS (aspectos do projeto e práticas pedagógicas para as crianças; relações com crianças) e de uma escala de avaliação – a SSTEW; variabilidade das pontuações das escalas de qualidade dentro de cada classificação do NQS; e atenuação dessas associações quando  o tempo  entre  as avaliações  ultrapassa  24 meses. As conclusões sugerem que o NQS e as escalas de avaliação indicam um núcleo comum de qualidade, mas capturam aspectos diferentes da qualidade, sugerindo que ambos poderiam ser usados para melhorar os padrões de qualidade nas pré-escolas australianas, onde as escalas de avaliação potencializam a qualidade ainda mais do que o NQS.</p><p><strong>Palavras-chave:</strong> National Quality Standard, ECERS-E, SSTEW, Qualidade, Pré-Escola, Regulamentação</p><p> </p><p><strong>Comparando índices regulatorios y no regulatorios de calidad de la educación infantil en Australia</strong></p><p>Este estudio analiza las asociaciones entre los puntajes provenientes de procesos regulatorios   de evaluación de la calidad de la educación infantil australiana (Early Childhood Education and Care – ECEC) del National Quality Standard (NQS) y de las dos escalas de evaluación de calidad (SSTEW – Sustained Shared Thinking and Well Being; y ECERS-E – Early Childhood Environment Rating Scale-Extended). La muestra consiste en 257 unidades de ECEC en tres estados de Australia. Los resultados indicaron: asociaciones positivas modestas entre los puntajes del NQS y de las escalas; alguna especificidad entre las áreas de calidad del NQS (aspectos del proyecto y prácticas pedagógicas para los niños; relaciones con niños) y una escala de evaluación –  la SSTEW; variabilidad de los puntajes de las escalas de calidad dentro de cada clasificación del NQS; y atenuación de dichas asociaciones siempre que el tiempo entre las evaluaciones supera los 24 meses. Las conclusiones sugieren que el NQS y las escalas de evaluación indican un núcleo común de calidad, pero capturan aspectos distintos de la calidad, lo que sugiere que ambos se podrían utilizar para mejorar los estándares de calidad en el sistema preescolar australiano, en el que las escalas de evaluación potencian todavía más la calidad que el NQS.</p><p><strong>Palabras clave:</strong> National Quality Standard, ECERS-E, SSTEW, Calidad, Sistema Preescolar, Reglamentación</p><p> </p><p><strong>Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sector</strong></p><p>This study examines associations between Australia’s regulatory ratings of quality in Early Childhood Education and Care (ECEC) – the National Quality Standard (NQS) – and two research-based quality rating scales. The analytic sample consisted of 257 ECEC services across three Australian states. Results indicated (1) modest positive associations between NQS ratings and scale scores; (2) some specificity between NQS quality areas (educational programs and practice; relationships with children) and one research scale – the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale; (3) variability in quality scales scores within each NQS designation; and (4) mitigation of these associations when the time-gap between ratings exceeded 24 months. Findings suggest NQS and research scales tap some common core of quality, yet capture different aspects of quality, suggesting both could be used to raise standards of quality in Australian preschools, where the research scales potentiate raising quality to even higher levels than NQS.</p><p><strong>Keywords</strong>: National Quality Standard, ECERS-E, SSTEW, Quality, Preschool, Regulation</p>


2021 ◽  
Vol 13 (2) ◽  
pp. 145-152
Author(s):  
Mohammad Mahdi Hatef ◽  

Evolutionary models for scientific change are generally based on an analogy between scientific changes and biological evolution. Some dissimilarity cases, however, challenge this analogy. An issue discussed in this essay is that despite natural evolution, which is currently considered to be non-globally progressive, science is a phenomenon that we understand as globally progressive. David Hull's solution to this disanalogy is to trace the difference back to their environments, in which processes of natural selection and conceptual selection occur. I will provide two arguments against this solution, showing that Hull's formulation of natural selection prohibits him from removing the environment from the selection process. Then I point to a related tension in his theory, between realism and externalism in science, and give some suggestions to solve these tensions.


2018 ◽  
Vol 2 (1) ◽  
pp. 183
Author(s):  
Ida Vera Sophya

<p>Today, we can see that the negligence of parents and early childhood’s<br />teachers could not keep pace with the times. This can be seen from the<br />development of increasingly sophisticated technology and the rise of children’s<br />television programs become more interested. Given this phenomenon, the<br />parents and educators particularly in early childhood environment, should<br />be flashback while they are still at an early age. The existence of storytelling<br />activities tend to have waned since eroded by age and sophisticated era. Though<br />keep in mind that there are many benefits by giving a fairy tale to children.<br />Children’s tales are very useful for being able to glue the relationship between<br />parents and their children, as well as helping to optimize the development of<br />children’s psychological and emotional intelligence. The examples of fairy tales<br />that can be given to children is a tale of local knowledge that can be drawn<br />from the local legends and the unique stories.</p>


Ranking ◽  
2019 ◽  
pp. 42-64
Author(s):  
Péter Érdi

This chapter studies how social ranking in humans emerged as the result of an evolutionary process. It starts with the story of the discovery of pecking order among chickens by a Norwegian boy. Both animals and humans need a healthy balance between cooperation and competition to ensure evolutionarily efficient strategies. The biological machinery behind social ranking is discussed. There are two distinct mechanisms for navigating the social ladder: dominance and prestige. Dominance, an evolutionarily older strategy, is based on the ability to intimidate other members in the group by physical size and strength. The group members don’t accept dominance-based social rank freely, only by coercion. Members of a colony fight, and the winners of these fights will be accepted as “dominants” and the losers as “subordinates.” The naturally formed hierarchy serves as a way to prevent superfluous fighting and injuries within a colony. Prestige, as a strategy, is evolutionarily younger and is based on skills and knowledge as appraised by the community. Prestige hierarchies are maintained by the consent of the community, without pressure being applied by particular members. The mechanisms of forming and maintaining social hierarchies are described. Social structures, both hierarchies and network organizations, are reviewed. Discussion of these structures is carried over to social and political history and the tension between democracy and authoritarianism.


2008 ◽  
Vol 34 (1) ◽  
pp. 99-105 ◽  
Author(s):  
Julia D. Buckner ◽  
Jon K. Maner ◽  
Norman B. Schmidt
Keyword(s):  

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