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Developmental Year 2 > Lecture 4 - Socio-cognitive development 1 > Flashcards

Lecture 4 - Socio-cognitive development 1 Flashcards

1
Q

What does cognitive development involves, changes in childreins thinking and understanding in which areas?

A
  • Thought
  • Perception
  • Memory
  • Reasoning
  • Decision making
  • Problem solving
  • Learning - intelligence
  • Conceptual thinking - imaging/ pretending
  • understanding others
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2
Q

Define social development

A

Changes in how children think, feel and behave towards other people

  • understanding of social interaction
  • how development is shaped by social envuronment
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3
Q

Define social cognition

A
  • thinking processes about social interactions
  • social factors and cognitive factors combined
  • social interactions are shaped by cognitive factors
  • Childrens thoughts are shaped by social factors
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4
Q

Define socio-cognitive development

A

Understanding the mind and behaviour of oneself and other people - is a core social cognitive skill
- recognising that others have thought processes and that they may be different to our own

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5
Q

When you progress through each of piaget’s stages, what happens?

A

a fundamental change in how we use/ extract knowledge

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6
Q

At which stages do children acquire OP

A

Sensori motor - 9 months

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7
Q

At which stages do children use language to represent environment

A

Pre=operational - but focused on the self

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8
Q

At which stages do children do logical thought

A

Concrete operational - rules about objects

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9
Q

At which stages do children do abstract ideas?

A

Formal operational - understand hypothesis testing, can be imagined situations

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10
Q

Outline criticisms of piaget

A

X - opposed by Vygotsky (ZPD) and Brunner (Scaffolding)

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11
Q

Define egocentrism

A

Blind to all but your own

  • think everything in the world thinks like you do
  • Can be frustrating when others see things differently
  • difficulty understanding that others may see and think differently
  • evidence from: egocentric speech, visual perspective taking, mental perspective taking
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12
Q

Define Mental perspective taking

A

Viewing a situation from another persons POV, thinking how they would think

  • crucial in the social world - predict what people are doing and why
  • show empathy
  • ToM falls into this
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13
Q

Define ToM

A
  • First coined by Premack & Woodruff (1978)
  • Understanding that other people have desires, beliefs, knowledge etc - that are different from ones owns. Then taking this and making inferences about the behaviour of other people
  • Meta-cognition
  • others minds are different from our own
  • Dual representations, we have one mind that is ours, and one mind that is for everybody else
  • Its a teory as we cant directly observe, or test it
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14
Q

Outline Wellman (1990) 3 stages to ToM

A

2 years - Desire stage: emotions correspond to desires, so we recognise what people willl want

3 years - Belief-desire stage: beliefs AND desires, think how another person may act and be feeling. Recognise behaviour is motivated by beliefs and desires, but desires may contradict beliefs so they may be ignored

4 years - representational stage - people may act on beliefs about the world even if they are false

Evidence: perspective taking, apperance-reality (sponge/ rock), false-belief tasks

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15
Q

What are the 3 types of ToM tests?

A
  1. Mistaken location
  2. Mistaken contents
  3. Mistaken identity/ Appearance-reality
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16
Q

Outline Mistaken location tests

A
  • False belief tasks
  • Maxi and the cholcate task (Wimmer & Perner, 1983)
  • Also known as Unexpected transfer task
  • 3 year old will get it wrong, say maxi will look in fridge (where mother moves it)
  • 4 year old will say cupboard
  • Nede to know where it is (true) and where maxi knows to be true to pass

Baron-Cohen - made this test simpler, interactive and visual

  • Sally-anne
  • Tests: Salllys belief about the ball, reality test, and memory test
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17
Q

Outline Baron-Cohen findings

A

Most 3 year olds know sallys will not know her toy has been moved

  • but still fail the false belief wrong
  • reality and memory are right

most 4 year olds get it right

  • cross-culturally
  • Avis & Harris, 1991 - cammeron did it with seeds and a basket
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18
Q

Outline Mistaken contents tests

A
  1. Ask children whats in container - packaging suggests crayons, so they say crayons
  2. Show contents - its candles
  3. Close box
  4. ASk whats in it again, they say candles
  5. Ask what will another person think is in the container?

3 year olds say candles
5 year olds say crayons

  • 3 year olds said they knew it was crayons all along
19
Q

Outline Mistaken Identity tests

A

Sponge that looks like a rock (Flavell et al (1983)

  • asked two questions
  • what does it look like, what is it really
  • Once 3 year olds realised it was a sponge, they just said it looked like one, as they couldnt hold the dual representation, that an object can be represented in different ways
20
Q

Outline the two types of dual representation errors in appearance reality questions

A
  1. Intellectual realism error: report reality when actually asked about appearance
    - it looks like a sponge
  2. Phenomenism error: report appearance when actually asked about reality: what is it really? - A rock
21
Q

Outline finding % for ToM

A
  • 85% non clinical pass
  • 85% down syndrome
  • 20% Autism

Correlated with: conservation tasks, egocentrism, perspective taking tasks

Not related to IQ

22
Q

Why cant young children pass conservations of marbles and liquids, what dont they understand

A

Dont understand that matter can stay constant, despite appearance changing

  • Centration - can only focus on one feature/ aspect/ characteristics
  • cant imagine reversability/ rules of objects changing
23
Q

Outline 3 mountain problems

A

A perspective taking task - examines how they see the world, and if they can understand what others can see

  • support egocentrism
  • Anyone under 7 wont pass - egocentrism
  • Start to pass around 9-10
24
Q

What are the criticism findings for the 3 mountains task

A

Piaget said that anyone under 7 would fail
- Hughes (1976) - policeman doll - could pass at 4
- does this test perspective taking? Or line of sight?
X - Do you need language to pass these tests?

25
Q

Outline Vander Heyden et al (2017) - perspective taking

A

Children 8-12 years

  • Had to navigate a route of a maze from a 90 degree and 180 rotated perspective
  • Chilldren were less acurate, slower and committed more egocentric errors in the 90 condition, than in the 180 condition
  • Accuracy of POV and speed of navigation got better with age
  • Implies you use different perspective taking stragies for different angles
26
Q

Outline how language could be a limitation in these studys

A
  • Wording of question could sway the answer:
    •Where will Bob look vs where should Bob Look
  • minor word changes effect performance
  • Where do you ‘think’ Bob will look - think is a complex word and difficult for younger kids to get their head around
  • Correlation between language ability and TOM scores (Ketelaars et al 2010)
  • Changing the wording changes the results
  • Better at keeping secrets = better at ToM tasks
27
Q

Outline Ding et al (2015)

A
  • TOM training and lying
  • 2 groups of 3 year olds
    •One taught about mental/ emotiononal states
    • One taught physical concepts
  • The 3 year olds who were trained to lie began to decieve consistently on ToM tasks
  • Better at lying = better at ToM
28
Q

What are the 4 theories about ToM

A
  1. Executive function
  2. Theory-Theory accounts
  3. Simulation Theory
  4. Realism/ Nativstic accounts
29
Q

Outline executive function as a theory of ToM

- Dual

A

Ability to hold dual representations

  • at the same time
  • planning, making decisions, cognitive flexibility
  • Success on ToM skills are dependendent on cognitive abilities like these
30
Q

Outline Theory-theory accounts as a theory of ToM

- Conceptual revolution

A

Child is sicentist

  • they make theories about the world and investigate evens
  • there is a suddent shift from 3-5 when they realise they can interpret/ predict other mental states - Conceptual revolution
31
Q

Outline Simulation Theory as a theory of Tom

- template

A

Harris, 1991, argues we are biologically designed to understand beliefs, desires, motivations

  • Like me comparisons
  • Use our own mind as a template for understanding others
  • we just think about our own mental states and perceive how others will think - assume that everyone else will have similar experiences to us, but that they can have different mental states
  • via MN’s
32
Q

Outline Realism/ Nativistic accounts as a theory of ToM

A

Baron-Cohen, 1995

- argues there is no suddent shift, its just a maturation process, our brain develops over time, slowly and steadily

33
Q

Outline Jokes, irony and sarcasm as implications of theory of mind

A

Rely on reflection on mental state to identity true meaning

  • irony and sarcasm = purposeful false information
  • they are intended not to be believed - purposeful induction of false beliefs for other people
34
Q

Outline improved social interactions as implications of theory of mind

A
  • Better ToM = better empathic = more friends
  • more friends = more exposure to others POV/ mental states = better ToM. And opposite if worse ToM
  • social behaviour
  • Popular children have better ToM
35
Q

Outline bullying as implications of theory of mind

A

need to understand emotional and cognitive content - so you know how you can manipulate it (Sutton et al ., 1999)

36
Q

Outline peer rejection/ neglect as a long term implications of ToM

A

Peer rejection/ neglect may lead to:

  • Attendance at school
  • Education acvhiement
  • Self-esteem
  • Mental well being
  • School shooings - 15 shootings betwen 91 and 2000, peer rejection seen in all but 2
  • Perhaps we should give ToM training
37
Q

What are the 3 areas ToM research has been refined?

A
  • False belief and emotion (5 years)
  • Second order ToM Beliefs (6-8 years)
  • Distinguish lies from jokes
38
Q

Outline false belief and emotion as a refinement of ToM

- 5 yeras

A
  • ellie elephant has a coke can, but it is full of milk
  • asked how ellie will fel when getting the can before drinking it - most 4 year olds know she will think its full of coke, but that she will still be sad
  • dont get the link between false beliefs and emotions until age 5
39
Q

Outline Second order ToM Beliefs as a refinement of Tom

- 6-8 years

A

Third person situations
- jackie thinks jill thinks the marble is…
beliefs about beleifs about intentions

40
Q

Outline Distinguishing lies from jokes as a refinement of Tom

A

Understanding of what others know rather than understanding beliefs about beliefs- makes you a better liar

41
Q

Outline the social factors involved in developing a Theory of mind

A

Social interaction

  • older friends
  • older siblings - may talk about emotional states and expose younger sibling to it more
  • number of adults

Usually, first child has the developmental benefits - as they get maxmium attention from parents

42
Q

Outline reference to emotional states in developing ToM

A
  • parental mind mindedness
  • use of reflection in disciplines
    •Imagine how james felt when you hit him
  • beneftis ToM
43
Q

Outline how deaf children develop ToM

A
  • Late signers have worse ToM

- early exposure to communication is important

44
Q

How can gender influence ToM

A
  • Charman et al (2002)
  • Mothers talk more about emotions to girls than boys
  • as do older siblings
  • As such girls have better linguistic skills and use emotional state words earlier
  • They do better on false belief tasks
  • But boys do eventually catch up

Developmental Year 2 (9 decks)

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