英国论文代写：亲社会行为的背景讨论

英国论文代写：亲社会行为的背景讨论。亲社会行为的个体差异可能是由先天与后天现象造成的。心理学中关于先天与后天的争论有很多理论可以理解，从生物学方法到行为理论，再到精神分析、认知心理学和人文主义。人们对行为的理解是后天的、学习的和遗传的，这是这场辩论的核心。教养是影响孩子的所有外部因素，如父母、教育环境、年龄和学习。在亲社会行为的背景下，研究工作的一个主要部分断言，道德是一个完整的习得的特质，这意味着它是培育的，而不是自然发生的。接下来英国论文代写专家将为同学们讨论下亲社会行为的背景。

皮亚杰(Piaget)和科尔伯格(Kohlberg)的道德理论为儿童如何从环境中学习道德提供了强有力的论据(Siegler等，2017)。孩子表现出很强的道德发展，因为他们学会思考其他问题和如何帮助他们，这是在他们的环境中培养的。一些研究结果表明，一些内在因素存在于儿童中，激发亲社会行为。对父母的反应也会因基因而异。在尚未接受教育的婴儿中观察到一种天生的偏好，因此亲社会发展的养育方面早在婴儿阶段就开始了。在早期婴儿阶段，如果不给予完全的护理，人类婴儿就不能生存。它需要特别护理，在某些方面，当孩子们了解别人如何对待他们时，即使是在婴儿期，他们也在学习。在一个培养的环境中，孩子慢慢地学习道德标准，这提高了他们良心的不同组成部分。例如，当一个婴儿在被照顾的同时受到温和的训练，那么这个孩子就会注意到他们被训练的原因。内在的良知是这样发展的。因此，积极的亲子关系是一个强大的培养因素，当谈到改善孩子的良心亲社会行为。

在完全相反的一端，当儿童没有得到足够的照顾或没有在一个养育的环境中，那么他们的良心的发展就有可能受到阻碍。他们可能不会发展出强烈的亲社会倾向，或者至少不会像他们受过良好教育的同龄人那样快。

亲社会行为发展的差异还有其他原因，但这些差异不是亲社会行为的差异，而只是它们是如何发展和理解的。例如，一个西方世界的孩子和一个东方世界的孩子对亲社会行为的看法可能不同。不同文化的儿童对亲社会行为有不同的看法。例如，一个来自印度的孩子会把帮助别人这样的亲社会行为看作某种责任或义务。他们可能会将帮助他人的道德与出于义务而不是出于选择联系起来。另一方面，一个来自美国的孩子，属于一个更加个人主义的文化，会认为他们帮助别人是一种选择。个人选择和义务被认为是激励他们的原因。

In the context of prosocial behaviour, a major part of research work assert that morality is a complete learned trait meaning it is nurtured and does not occur naturally. Piaget and Kohlberg’s theories on morality present strong arguments on how children learn morality from the environment (Siegler et al., 2017). The child shows strong ethical development as they learn to think about other problems and how to help them, and this is nurtured in their environment. Some findings indicate that some inherent component existed in the child that motivates prosocial behaviour. Responses to the parent will also vary based on a gene. An innate preference was observed in infants who have not yet been taught and hence the nurture aspect of prosocial development begins as early as the infant stage. In the early infant stage, the human infant cannot survive if it is not granted complete care. It needs intensive care and in some ways as children learn about how others treat them, even in this infancy they are learning. In a nurturing environment child slowly learns moral standards and this improved different component of their conscience. For instance, when an infant is cared for, and at the same time is gently disciplined, then the child is attentive to what they are being disciplined for. Internal conscience develops this way. Positive parent-child relationship hence is a strong nurturing factor when it comes to improving the conscience of the child towards prosocial behaviour.

On a completely opposite end, when children do not receive adequate care or are not in a nurturing environment then the chances are that the development of their conscience is hindered. They may not develop strong prosocial tendencies or at least not as fast as their well nurtured peers.

There are other reasons for differences in the development of prosocial behaviour, however these are not differences in prosocial behaviour, but merely how they are developed and understood. For instance, a child in the western world and one in the eastern world might vies prosocial behaviour differently. Children belonging to the different culture have a tendency to view prosocial behaviour differently. For instance, a child from India will view prosocial behaviour like helping out another as somewhat of a duty or obligation. They may associate the ethics of helping someone as arising out of obligation and not out of choice. On the other hand, a child from the United States, belonging to a more individualistic culture would view their helping others as having made a choice. Individual choice and no obligation are seen to motivate them.

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