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Psychology of Childhood > 8- Social-Cognitive Development > Flashcards

8- Social-Cognitive Development Flashcards

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1
Q

What is Theory of Mind

A

The capacity to attribute mental states (such as desires, beliefs, knowledge) to others in order to predict or explain behaviour.

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2
Q

What are some developments of social cognition

A
  • Visuo-spatial perspective taking
  • False-belief understanding
  • Appearance-reality
  • Situational determinants of emotion; belief-based emotion,
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3
Q

Advanced Theory of Mind

A
  • Second-order false-belief (e.g., double bluff, Happe, 1994)
  • Self-conscious awareness and knowledge of social ‘rules’ (fau pas understanding)
  • Understanding sarcasm, irony and double entendre humour
  • Silent films task (Devine & Hughes, 2013)/Strange Stories (Happe, 1994)
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4
Q

Unexpected Contents False-belief

A

A child must attribute a false belief about the contents of a prototypical container to someone else.

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5
Q

Unexpected Transfer False-belief

A

A character leaves an object in one location and while they are outside the room the object is transferred to a new location

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6
Q

Belief based emotion task

A

Emotions caused by what something thinks is the case, even if what they think conflicts with reality

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7
Q

Second order false-belief

A

Child is required to determine what one character in a pictured scenario thinks regarding another character’s beliefs

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8
Q

Faux pas understanding

A

Children understanding a significant or embarrassing error or mistake made by another

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9
Q

Problems with the measures of ToM

A
  • Complexity of language demands
  • Implicit vs explicit ToM, ToM in infancy
  • Single item at a single point in time
  • Appropriate reflection of how ToM is used in everyday situations
  • Memory burden
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10
Q

Classic Theories of Theory of Mind

A
  • Theory Theory, Gopnik and Wellman 1992
  • Simulation Theory, Harris 1989
  • Modularity Theory, Leslie 1991
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11
Q

Mirror neurons

A 
A class of brain cells that fire not only when an individual performs an action, but also when the individual observes someone else making the same movement
Play an important role in the anticipation of action, but themselves do not provide an explanation of the complex problems of conceptualising human understanding
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12
Q

Localisation of function

A

Neuroimaging studies can help reveal if there is a neural correlate of forms of thinking

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13
Q

Individual differences in Theory of Mind

Wellman, Cross & Watson, 2001

A
  • Dramatic increase in FB understanding between 3 and 5
  • 50% of children pass FB at 44 months
  • 75% pass at 56 months
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14
Q

Theory of Mind can be used to support

A
  • Positive behaviours

- Antisocial behaviours

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15
Q

When examining bullying and Theory of Mind, which scores the highest mean cognitive, emotion and social cognition

A

Bully then Outsider

Reinforcer lowest

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16
Q

Explanations of autism

A

-Top down, cognition-> perception
Deficit in innate modules
-Bottom up, perception-> cognition
Differences in identification with others, differences in attention to social stimuli
Different developmental pathways, differences in visual systems
Inconsistencies in social experience due to prolonged brain plasticity

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17
Q

Children with ASD

A

Impairments in ToM often reported in young children
Failed all second order false-belief understanding in Baron-Cohen study 1989
Older children had no significant difference compared to neurotypical children

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18
Q

Genetic epistemology

A

The development of knowledge

19
Q

Basic features of Piaget’s theory

A

Emphasis on adaption
Children actively construct knowledge
Objective knowledge is not gained by just recording external information but in its interactions of the subject and objects

20
Q

What knowledge is abstracted from our experience

A

Physical properties of objects -> physical knowledge

Our actions upon the objects -> logical mathematical knowledge

21
Q

Schemas

A

Early schemas involve internalised action
Organised behavioural response to objects
Later schemas can involve intellectual activity

22
Q

Principles of adaptation

A
  • Assimilation: incorporating new objects into pre existing schema
  • Accommodation: modifying or reorganising mental structures to a new object/event
23
Q

What is equilibration

A

A sequential pattern of self regulation, achieving balance between maintaining existing schemas and modifying them to deal with new info

24
Q

Principles of organisation

A
  • How to integrate all your schemas

- How might you put them together to achieve certain aims

25
Q

Stages of development

A
  • Sensorimotor
  • Preoperational
  • Concrete operational
  • Formal operational
26
Q

Sensorimotor

A 
Birth-2 years
Understands world through senses and actions
Object permanence 
Object concept isn’t mature yet
Mental representations
27
Q

Preoperational

A

2-7 years
Understands world through language and mental images
Increase in mental representations
Difficulty in manipulation of mental representations
Recognition that others have points of view that may differ from ones own
Learning to engage in decentration

28
Q

Concrete operational

A

7-12 years
Understands world through logical thinking and categories
Applying operations to concrete objects
Child has limited ability to reason with abstract representations

29
Q

Formal operational

A

12+
Understands world through hypothetical thinking and scientific reasoning
Applying logical operations to abstract intangible entities

30
Q

Object permanence

A

Recognition that objects exist in the absence of any sensory perception

31
Q

Mental representations

A
  • Allows full understanding of object permanence
  • Allows deferred imitation
  • Allows pretend play
  • Beginnings of language
32
Q

Limitations to Piaget’s theory

A
  • Infants and young children are more cognitively competent than Piaget recognised
  • Piaget’s theory is vague about the mechanisms that produce cognitive growth
  • The stage model depicts children’s thinking as being more consistent than it is
  • Piaget’s theory understates the contribution of the social world to cognitive development
33
Q

Children more competent than Piaget recognised

A
  • Object permanence in young infants
  • Contextually meaningful tests of visual perspective-taking
  • Understanding of others false belief by age 5
34
Q

Basic theoretical features

A

Mind as a computer

35
Q

Cognitive development arises from children gradually

A

Surmounting their processing limitations

  • Expanding the amount of info they can process at one time
  • Increasing their processing speeds
  • Acquiring new strategies
36
Q

What remains consistent from working memory in childhood

A

Organisation of working memory

37
Q

Executive functioning

A
  • Relates to efficiency of info processing
  • Inhibiting inadvisable actions
  • Enhancing working memory
  • Cognitive flexibility
  • Can be trained and predicts achievement in later life
38
Q

For optimal storage and retrieval of info

A
  • Rehearsal

- Organisation

39
Q

Siegler Overlapping Waves model

A

Changes in strategies do not occur in a sequence of qualitatively different stages

40
Q

Basic theoretical features of Vygotsky’s social cultural theory

A
  • The relationship between social activity and individual thinking underpins cognitive development
  • Children as teachers and learners
  • Children as products of their culture
41
Q

Social scaffolding in ZPD

A
  • Task focused
  • Provide appropriate degree of support
  • Enables child to think at a higher level than they would by themselves
42
Q

What is intersubjectivity

A

The mental understanding that people share during communication

43
Q

Educational applications

A
  • Lack of mainstream application despite potential, but lots of examples in interventions
  • Reciprocal teaching
  • Collaborative learning

Psychology of Childhood (9 decks)

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