Developing social cognition (language and culture)

Question 1

Emergence of cc-Tom relations

Answer 1

metarepresentations needed to acquire concepts and cognitive control
e.g. false belief task inhibition control correlates (conflict between reality and protag view)

Question 2

cognitive control and covariance with false belief

Answer 2

cognitive inhibition
response inhibition
working memory

Question 3

Expression account

Answer 3

babies have ToM but need cognitive control to express it
eg VoE an inhibition in at 3 predicts later Tom

Question 4

Language role in cognitive control

Answer 4

may know mental states and language needed to facilitate. correlation between cognotive control and vocab

Question 5

emotions and mental state talk

Answer 5

EMST linked to increase of ToM

Question 6

Quality of EMST

Answer 6

parents need to recognise child as having mental states. related to attachment and need to show attuned to mental sates with language used

Question 7

Mind-mindedness

Answer 7

parents attuned to mental states and emotions of child

Question 8

high mind mindedness study

Answer 8

self- report and free play see how attuned parents are
benefits pretend play, ToM and executive functions
false belief tasks
universal as replicated with Hong Kong children

Question 9

mind mindedness na dbrain activity

Answer 9

resting state MRI
default mode network, central executive network and salience network
predict more mature brain connectivity between networks

Question 10

Language and ToM

Answer 10

syntax- medium for representing e.g. labelling beliefs (aligns with emergence account) Tom links with general language

language toolbox of communication for understanding context and culture (aligns with expression) relations with content and discourse

Question 11

Autobiographical memory

Answer 11

builds on memory for an experienced event into a personal life narrative
parent-child reminiscing or child self-concept

Question 12

parent-child dyads study

Answer 12

discuss shared event. used elaborations, repetition or evaluations
elaborative style linked with child’s memories being more organised and details and more coherent self-perspective

Question 13

euro-American vs Chinese dyads

Answer 13

ea- more specific detail express preferences and opinions and less discussion of others. more evaluation, less repetitions and more autonomy
Chinese more didactic talk

American- independently orientated - encourages autonomy
Chinese- inter-dependently- encourage social norms and affiliation to society

Question 14

Different types of parent-child conversations

Answer 14

Elaboration, repetition, evaluation, affect, didactic (morals), autonomy (protags preferences) ,associative and meta-cognitive

Question 15

Academic value

Answer 15

more descriptive talk during book reading and more elaborative style and repetition in reminiscence linked with better academic skills

Question 16

Cultural evolution

Answer 16

shared co-ordination of mental states- shared subjective experience and coordinating perspectives. infants start by gaze following and triangulation

shared co-operation - joint commitment to goals (reciprocal or complementary goals. motivated to help others

language- allow for representational nature of mind to emerge. mental self and other perspective state talk

conflict gives new objectivity - truth can be disruptive from new memory. conflict drives theory of mind. those similar to use share perspectives.
social cognitions emerges from linguistic discourse

Question 17

Limitations of westernised conceptualisations

Answer 17

Cultures/families not static
defining culture hard (i vs c too simplistic and country different to culture)
etic views