Early Social development Flashcards
Social readiness and basic attraction to people (Birth/1 month)
INFANT
At birth newborns show greater visual preference towards face-like stimuli, compared to scrambled or blank ones (Goren, Sarty & Wu, 1975).
They are more attracted to faces that are ready to engage, such as having their eyes open (Batki et al,2000) or if their eyes are facing forward (Farroni et al, 2002)
Attracted to voices (Mehler, 1978) and for familiar voices (Capser, 1980). First recognition and reactions to maternal voice occurs in the 3rd trimester of pregnancy! (Jardri et al., 2012)
Attracted to Mothers smell (Cernoch, 1985)
Can imitate very early on, Mouth opening and Tongue protrusion (Meltzoff & Moore, 1977). Also been found in 2 day old monkeys (Ferrari, 2006) - Biological
Social readiness and basic attraction to people (Birth/1 month)
PARENT
Adults have a basic attraction for babies. We have a baby schema of typical facial features of infants (Big head, High forehead, Big eyes, Small nose and mouth) (Lorenz, 1943).
Specific brain responses to ‘baby’ faces (Parsons et al., 2013) motivating caretaking behaviour
Even stronger with own infant (Swain, 2008)
Specialised speach to talk to 16 months and younger - Motherese (Newport et al, 1977). Characterised by melody, simple vocab and repetition.
Infants show preference towards motherese , compared to adult-directed speech (Fernald, 1985, Cooper, 1990).
Motherese has similar properties across cultural contexts (Werker, Pegg, & McLeod, 1994).
Basic, fundamental, connection that ensures that parents are sympathetic and are emotionally involved, and infants have a strong motivation to engage. Ensures that they establish a close connection to lay the foundations for social communication
2 months: Core relatedness or Primary Intersubjectivity
INFANT
A period of purely social and emotionally intimate one-to-one engagements.
Often parents say they have noticed infants have become ‘really human’, or that they have recognized a ‘person’ in their infant.
Infants can hold eye contact, vocalise, smile and show “pre-speech” These increase in the first two months of life and non-social mouth movements decrease. (Murray et al. 2016)
Development of face-to-face contact increases in the first three months (Lavelli & Fogel, 2002
Tronick et al., 1978 - Mothers were asked not to react to the infant. Found that infants o wants the parent (mother) to react to them
Infants have become sophisticated social partners:
- highly motivated to engage socially with others
- has a rich repertoire of gestures, and vocal and facial expressions
- is remarkably sensitive to the quality of his partner’s engagement
2 months: Core relatedness or Primary Intersubjectivity
PARENTS
Effects of Non-Contingency: the Double Video Experiment (Murray &Trevarthen, 1985)
- Need for contingency has been shown
- Babies and mothers interact through video – Live interaction VS Replay condition
- Replay is showing the same behavior but isn’t relative to the temporal contingency – Infant becomes confused then withdraws - Parental reactions to infants are important in social development.
Mirroring
- Mothers imitate/match infant’s behavior
- Response is attuned to the form, intensity and affective quality of infant behaviour
Marking (Positive or Neutral)
- Mother does not mirror infant behaviour
- Affective quality and intensity of response is well-attuned, and singles out (“marks”) an infant behaviour
Negative Responses
-Mis-attuned responses (e.g., overshoots or undershoots intensity of infant behaviour) • Negating responses (e.g., rejecting, mocking)
Mirroring and Positive Marking promote the development of infant social behaviour .
Positive Marking has a generalised positive effect on infant behaviour, not specific to social expressiveness.
Maternal mirroring has a specific effect of infant social behaviour and it is its strongest promoter (Murray, 2016)
5 months: Topic-based relatedness
INFANT
Improvements in vision and grasping expand the field of interest. Decline in eye contact (Lavelli & Fogel, 2002; Legerstee, 1987)
Interactions: go from being purely about communication to being about a ‘third’ topic.
Having acquired elaborate social skills, their experience starts leaving the boundaries of ‘core relatedness’.
A necessary transitional phase - The infant still does not directly acknowledge the link between his partner, the topic and his own experience.
E.g., to get his teddy when it is out of reach
stretch towards, grunt, show desire –But NOT look to partner to fetch it
5 months: Topic-based relatedness
PARENT
To engage the infant and share experience, they adjust via body games, object and triadic play, showing, and using ‘ostensive marking’ (establishing the topic with eye contact, flash brow and smile (Gergely, 2007))
Interactions: go from being purely about communication to being about a ‘third’ topic.
Parents intuitively adjust their parenting, including ‘third’ shared objects of interest in their social engagements. Still have to read infants cues about desire.
9-10 months: Connected-up relatedness or Secondary Intersubjectivity
INFANT
9 months, infants can follow others’ pointing gestures
Between 9 and 14 months (median onset 11 months), infants begin to point themselves
Like with first words, the time when a child first uses a pointing gesture is hard to detect
The baby is acting upon an interest in the outside world, and now can show to his mother that he wants the toy – The baby can act upon the external interest and interact with his mother
Gaze following - following someones line of sight- is also another sign of connected-up relatedness (Moore, 2008).
Early in infancy infants begin to follow other people’s line of regard (Scaife &Bruner, 1975).
Their ability to do so is affected by factors including:
Whether the person’s head is moving or just their eyes (Brooks&Meltzoff, 2005)
How far away and how far to the side the gaze target object is (Butterworth, 1998)
Gaze following is a good predictor of the onset of the pointing gesture, which in turn predict vocabulary development (Tomasello, 2008)
Reciprocal play (ability to take turns), child needs to understand that the thing they are doing with their social partner, the social partner can also take part in, and the ability following suggestions (Hubley and Trevarthen, 1979; Trevarthen and Hubley, 1978)
Sharing interests (Carpenter, Tomasello, 2004)
Secondary Intersubjectivity occurs when infants master the physical environment (reaching and grabbing). Supported by interactions, they learn to grasp others engagement with the environment and coordinate this with their own experiences.
9-10 months: Connected-up relatedness or Secondary Intersubjectivity
PARENT
Parents can adduct their parenting style - The parental behaviours discussed previously: Ostensive marking Sharing, and showing objects Triadic play Games with rules and routines
Help transmit a sense of shared interest between the interact and social partner, and coordination between partners in relation to the third topic of intrest, and support shift to connected-up relatedness (Gaffan, Martins, Healy, Murray, 2010)
Parent behaviours have helped lead to Connected-up relatedness: Secondary Intersubjectivity / Joint Attention (Carpenter et al, 1998)
18 months: Cooperative relatedness
INFANT
18-24 months: impressive understanding of others’ experience (topics to be thought about in themselves, not just as part of interactions), and more objective take on own experience.
This understanding is still largely intuitive, but predicts later Theory of Mind abilities (3-4 years) (Thoermer, 2012)
Understanding others’ experience (Repacholi & Gopnik, 1997) Choose food that the mother appears to enjoy – Understand that other people have different relationship and experience with the enviroment
Warneken& Tomasello (2006) demonstrated that 18-month-olds help others in simple tasks
Lewis&Ramsay, 2004
Before 18mth reflection is perceived to be another baby – Don’t identify it is them
Sharing common goals: Cooperation in a project
‘Cooperative compliance’ fosters positive social behaviour
o Satisfaction
o Pride in doing something for others
18 months: Cooperative relatedness
PARENT
Intuitive parenting promoting shift to cooperation and understanding
-The infant’s ability to disentangle someone’s goals, desires and beliefs from their surface behaviour, and to grasp the fact that his own experience can be different from that of others can be supported by new adjustments in intuitive parenting behaviours.
- Pretend play (Lillard &Witherington, 2004)
- Talking about mental states and reasoning (Dunn, Brown, &;Beardsall, 1991)
2nd Year
•Great advances in social understanding:
- Infants appreciate that others can have different experiences from their own, which they can manipulate, but also share, in cooperation.
- Parents can support this by offering opportunities to share activities, engage in pretend play, and have conversations about what people feel, and why they behave as they do
