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Development revision > 1: Social learning in childhood > Flashcards

1: Social learning in childhood Flashcards

1
Q

what is social cognition

A

complex set of mental processes relating to understanding, interpreting and predicting other peoples behaviour

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2
Q

what does social cognition allow humans to form

A

form social relationships

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3
Q

what is social learning

A

the process of acquiring knowledge and skills through social interactions, such as observing and imitating the behaviors of others

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4
Q

what is a neonate

A

a new born in first month of life

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5
Q

what is mimicry and how is it often reinforced

A

replication of a models actions in the absence of any insight into why the actions are effective or what goal they serve
- mimicry doe snot have tp be voluntary
- one form of social learning

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6
Q

what are mirror neuron’s and were were they discovered

A
  • specific neuron’s that activate when you see someone perform an action
    and when you perform it yourself
  • mirror neuron’s activate when you perform an action and watch someone else performing one
  • discovered at an Italian university in Macaque monkeys
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7
Q

what role do mirror neuron’s play and where are they found

A
  • play a role in social cognition, imitating learning and empathy
  • found in frontal and premotor cortex in the brain
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8
Q

example of mirror neurons irl

A

a professor in a lecture shows a video of someone smiling warmly. those watching may smile back by instinct and not a conscious decision.
- happens because mirror neurons activate, simulating the observed smile and associated positive emotional state in their own brains

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9
Q

pros for neonatal mimicry

A
  • critics agree that babies show strong, early preferences for social stimuli
  • preference for face-like simtuli one show bias for looking at faces
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10
Q

what part of the brain is active in neonates when processing faces

A

EEG shows that the ventral-occipital cortex is active

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11
Q

Buiatti et al (2019)

A
  • Babies brain responds more to images resembling faces compared to other patterns.
  • occipital temporal regions become active when newborns see upright face-like images
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12
Q

Reid et al (2019)

A
  • preferences for facelike stimuli occur in utero
  • even though babies have never seen faces before
  • LED lights through uterine wall and moved across abdomen. See if foetus tracked lights
  • face-like stimuli which is top heavy vs unsymettrical which is bottom heavy
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13
Q

what is babies bias when they are born

A
  • find still faces distressing
  • they expect and respond to social contingent interactions
  • babies bias to expect caretaker to interact with them
    -stone faced adult- baby will cy
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14
Q

what is neonatal mimicry a product of

A

intuitive communicative processes allowing babies to encourage interaction from parents
- babies cannot mimic everything

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15
Q

Nagy et al (2019)- neonatal mimicry

A

tests babies who had just been born
- 8 different actions including tongue sticking out and looking up
- babies aged between 0-3 days produced several matching behaviours, in particular tongue protrusions

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16
Q

cons for neonatal mimicry and research

A
  • too close to nativism (babies have a built in hardwire)- which downplays the importance
  • how reliably neonates replicated actions
  • Ansfield (1996)- found only constant evidence for tongue protrusion
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17
Q

what does tongue protrusion suggest

A

sign of arousal not mimicry- pen or outage may look like a nipple. Babies thought they were getting fed

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18
Q

what did Oostenbrook et al (2016) find

A
  • no evidence of neonatal mimicry or response specificity
  • no evidence if neonatal mimicry actually works
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19
Q

final pro and con of neonatal mimicry

A

highly disputed amongst researchers

pro- fits well with findings even in utero

conside- tongue protrusion (most widely demonstrated mimicked response).
- not response specific and seems to be demonstrated in a random, careless way

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20
Q

testing infants requirements

A
  • appropriate situtaions
  • clear limits to researchers degrees of freedom
    -defined demonstration and response periods
  • short testing phases
  • test in correct state e.g. not drowsy or dozing
  • newborns can only perform certain types of actions
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21
Q

what is social mimicry

A

unconscious copying
- people mimic people they like and being mimicked leads you to liklikng your copier

22
Q

meltzoff and moore (1997) imitation

A
  • if newborn infants could imitate facial expressions and gestures
    -12 to 21 day old infants - various expressions and gestures
  • infants mimicked both suggesting imitation present from a young age
23
Q

children mimicking ages and who they are most likely to imitate- study t back uo

A

VanSchaik and Hunnius (2016)
-3 year olds spontaneously mimic videos of adults demonstrating actions regardless of who they are
- 4-6 year olds preferentially mimic in group adults and want to play with them more

suggests younger children focus on action rather than person- imiataion of them may be drive more by curiosity than group identity

older children begin to show preferences for people who belong to their in groups (language, culture etc). This Is development of social cognition

24
Q

how do children being to imitate and emulate

A

as they cognitively develop- voluntarily copy other people’s behaviour

25
Q

what is emulation

A

copying someones intended goal- using different methods to achieve this - doesn’t copy acti9ons
(need to understand why the actions matter)

26
Q

what is imitation

A

copying goal in a specific way they used to produce same goal, even if it is unnecessary

27
Q

what is the ratchet effect

A

transmission of information across generations prevents the loss of valuable knowledge

28
Q

example of ratchet affect

A

1st gen - putting potatoes on fire cooks it

2nd gen knows putting potatoes on a fire will cook it- they can cut potatoes and make chips

29
Q

how does imitation work in ratchet effect

A

imitation allows you to transmit knowledge from previous generations, even if you don’t understand precise mechanisms involved in such knowledge

30
Q

Want and Harris (2002)

A

children more likely to imitate actions exactly- focus on social learning rather than the outcome
- imitation crucial for learning and understanding others intentions

31
Q

McGuigan et al (2017)

A
  • 3-4y capable of inventing solutions to complicated puzzle boxes and transmitting answers to peers
  • efficient at sharing knowledge
32
Q

what is over imitation

A
  • form of social learning where individuals copy all actions displayed by a model to achieve a goal, even when actions make no sense to copy
  • model will do something deliberately inefficient and someone will still copy
  • adults over imitate more than children
33
Q

Horner and Whiten (2005) over imitation in children

A

-model would demonstrate tapping ontop of box then opening bottom to receive reward
- children around 5 copied these actions to get reward even though the action was irrelevant

34
Q

Whiten et al (2016)

A
  • adults overimiate even when they are not being tested and have no direct interaction with the model

Edinburgh zoo- confederate trying to open artificial box with irrelevant actions
-visitors are secretly filmed
- visitors would watch model and when the model left they would reproduce the same irrelevant actions as the model

35
Q

influences of model factors
in over imitation

A

5-6 year olds over imitate high status models e.g. teachers

more likely to overimiate a member of in group

36
Q

influences of action factors in over imitation

A

2-5y prefer over-imitating actions using tools

7-8y less likely to over imitate in-group member who is rude to na out group member- younger children don’t care

37
Q

influences of learner factors in over imitation

A
  • children more eliely to overimiate in a playful group context
38
Q

why do we over imitate?

A
  • please people
  • copy who we like
  • normative theories- we copy because we believe the model is showing us the proper way to perform a task, explict-implict rules- we don’t expect them to lie
39
Q

how does over imitation relate to theory of mind

A

overimiation tasks you have to figure out what you are supposed to do and what the experimenter wants you to do

  • engaging in the practice of theory of mind
40
Q

what is theory of mind

A

understanding other people as social agents with subjective mental states like beliefs and desires

  • understanding people don’t know what you do
41
Q

when does theory of mind start to emerge

A
  • around 9 months- infants notice a models Goals and spontaneously engage
  • they understand the purpose behind an action
  • infants around 9m expect people to help others achieve a goal when they are stuck. they will look longer if they don’t help

however 9m cannot understand that people can have conflicting viewpoints of same situation as theory of mind isn’t fully developed

42
Q

infants and goals

A
  • 9m- frustrated with a model when they refuse to give them a toy vs when they are unable
  • 15m complete actions demonstrated by a model
  • one and a half- 3y distinguish between jokes and mistakes. will copy less if a person says whoops and will copy more if a person laughs
43
Q

infants and helping

A

Reschke et al (2020)

-18m respond to emotional cues made by model when performing an action

helping starts to develop just before second year of life
- 18m spontaneously help others reach their goals

shows they understand a mistake has been made and will attempt to help them fix it

44
Q

when does theory of mind fully emerge

A
  • develops more at 4-5 allowing children to better navigate social interactions
  • shift from goals to intentions - beginning of developing a mentalistic framework
45
Q

sallyanne task

A
  • 2 dolls, sally and anne
  • sally has basket and Anne has box
    sally puts a marble in her basket and leaves
  • anne moves marble to her box
  • child is asked where will sally look for her marble
  • child should say In Sallys basket as she doesn’t know its been moved

correct= theory of mind
incorrect= limited

4-5y typically pass
3y and under= often fail- egocentrism
- autistic individuals often fail as well

46
Q

what is meta representation and the age it emerges

A
  • age 4
  • ability to understand that other people construct their own knowledge of the world from own viewpoint
  • ability to form a mental representation of another representative
  • key component of theory of mind
47
Q

example of meta representation in children

A

for example: if a child sees a doll holding a toy banana and pretending its a phone, child must understand that doll is treating the banana as a representation of something else

48
Q

rakoczy (2022)

A

meta representtaion

  • person A can see its raining but person b cannot = difference
  • Person A wants t to rain but person b doesn’t =incompatibly
  • person A knows it’s not raining but person B thinks it is and brings umbrella= Misinterpretation
49
Q

ToM and lying

A
  • requires ability to anticipate what another believes and manipulate their belief to achieve a goal
  • higher ToM, more likely to maintain a lie
50
Q

adults and recursion

A

adults can embed peoples perspectives into existing mental representatives
- I think that you believe that he thinks she wants
- adults shown to be able to track up to 7 levels of recursion

51
Q

DeLilo and ferguson (2023)

A
  • taking other peoples perspectives is natural, effortless, automatic= RELIES ON MIRROR NEURONS
  • using info about other peoples mental states= more complex reasoning, considering goals, consequences= MORE EFFORTFUL AND VOLUNTARY
52
Q

when does perspective taking level off

A
  • levels off at 20-30
  • egocentric errors become more common with age
    -partially related to executive function decline

Development revision (5 decks)

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