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PSYC 304 > Lecture 5: Learning about the Social World > Flashcards

Lecture 5: Learning about the Social World Flashcards

1
Q

what’s in a mind

A

Desires, knowledge, and intentions

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2
Q

how do we understand the mind?

A

by inferring; it cannot be observed

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3
Q

development of our understanding of the mind

A

Children come to understand each of these at different ages

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4
Q

when do we begin to understand others’ intentions

A

6 months old

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5
Q

understanding actions study design

A

violation of expectation paradigm

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6
Q

understanding actions study method

A

6-month-olds were habituated to a hand reaching for a ball that was beside a doll

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7
Q

understanding actions study test

A

some infants are shown a hand reaching for the ball, while others are shown a hand reaching for the doll

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8
Q

understanding actions study results

A

infants who saw the hand reaching for the doll looked longer at the display than infants who saw the hand reach for the ball

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9
Q

understanding actions study takeaways

A
  • This suggests that infants understand the intentions behind actions
  • This shows that infants understood the original action was directed at a specific object, not at a specific location
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10
Q

when do we learn to distinguish between intentional and accidental actions

A

9 months old

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11
Q

how do we know that infants can distinguish between accidents and intentional actions

A

They are more frustrated when an adult purposely doesn’t give them toys vs. when an adult tries to give them a toy, but accidentally drops it

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12
Q

the importance of understanding intentions

A
  • A step towards understanding the minds of others
  • Enables joint attention
  • Enables imitation
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13
Q

joint attention

A

The shared attention of 2 people on the same object or event and the awareness that they are paying attention to the same thing

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14
Q

when does joint attention emerge

A

between 9-12 months

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15
Q

joint attention and autism

A

Difficulty with joint attention is an early indicator of autism spectrum disorders

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16
Q

joint attention and learning

A
  • Joint attention is critical for learning from others
  • Teaching can only happen if children are paying attention to the same thing as their caregiver
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17
Q

imitation

A

Voluntarily matching another person’s behaviour

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18
Q

when does imitation emerge

A

between 9-12 months old

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19
Q

innate basis of imitation

A

Nativists argue that newborn’s matching of sticking their tongue out is evidence that imitation is innate

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20
Q

criticism of the innate view of imitation

A
  • Newborns don’t match any other behaviour except sticking their tongue out
  • Sticking their tongue out is a common newborn response to stimuli they find generally interesting/arousing
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21
Q

consensus on the basis of imitation

A

newborn’s matching of adults sticking their tongue out is coincidental and simply an indication of interest

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22
Q

imitation and learning

A
  • Imitation is crucial for observational learning
  • Not passively imitating, but actively interpreting actions to figure out what to imitate
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23
Q

imitating intentional actions study method

A

12-month-olds observed an adult turn on a light with her head under two conditions

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24
Q

imitating intentional actions study conditions

A

Hands-occupied: the adult was forced to use her head
Hands-free: the adult freely chooses to use her head

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25
Q

imitating intentional actions study results

A

Hands-occupied: babies turned on the light using their hands
Hands-free: babies turned on the light using their head

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26
Q

imitating intentional actions study takeaways

A
  • children imitate the goals of actions, not the actions themselves
  • children are actively thinking about what they are observing
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27
Q

theory of mind

A

The ability to attribute mental states to oneself and others and to understand that other people can have desires, knowledge, and beliefs that differ from one’s own

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28
Q

when do we begin to understand that desires lead to actions?

A

1 year old

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29
Q

understanding one’s desires study design

A

violation of expectation paradigm

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30
Q

understanding one’s desires study method

A

12-month-olds saw an experimenter look at one of 2 stuffed kittens with vocal and facial expressions of joy. The screen descended and when raised, the experimenter was holding one of the kittens

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31
Q

understanding one’s desires study results

A

12-month-olds looked longer when the experimenter was holding the other kitten vs. the one they were originally looking at

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32
Q

understanding one’s desires study takeaway

A

this suggests that 12-month-olds understand that desires are linked with actions

33
Q

understanding desires study in 8-month-olds

A
  • 8-month-olds look at the 2 displays for similar amounts of time
  • This suggests that they don’t understand that desires are linked with actions
34
Q

what is needed to understand others’ desires?

A

the understanding that other people are separate from the self

35
Q

when does our implicit sense of self as separate from others develop?

A

we’re born with it

36
Q

rooting reflex

A

if someone brushes their cheek, infants will turn in the direction of the touch and open their mouth

37
Q

what happens to the rooting reflex if infants touch their own cheek?

A

they will not turn in that direction (the reflex doesn’t occur)

38
Q

the rooting reflex demonstrates ____

A

that we are born with an implicit sense of self as separate from others

39
Q

when does our more explicit sense of self develop?

A

18-24 months

40
Q

rouge test

A

recognizing oneself in the mirror

41
Q

when do infants begin to pass the rouge test?

A

18-24 months

42
Q

benefit of being able to distinguish the self from others

A

enables a better understanding of others’ unique desires

43
Q

predicting a character’s action based on their desires

A
  • 2-year-olds can predict a character’s actions based on the character’s desires rather than their desires
  • Younger children use their desires to predict a character’s actions
44
Q

when do we begin to understand others’ knowledge?

A

3 years old

45
Q

understanding others’ knowledge study method

A
  • watched 2 adults name familiar objects
  • One adult named objects correctly and the other adult named the objects incorrectly
  • Then, the child learned names for new objects
46
Q

understanding others’ knowledge study results

A

children were more likely to learn a new word from an adult who previously named familiar objects correctly

47
Q

understanding others’ knowledge study takeaway

A

this shows that 3-year-olds make judgments about others’ reliability

48
Q

when do we begin to understand that specific people may have specific knowledge in certain areas

A

3-4 years old

49
Q

understanding expertise study

A
  • observed 2 strangers interacting with tools and broken toys
  • Adult 1: knew the names of the tools but not how to fix the toys
  • Adult 2: knew how to fix the toys, but not the names of the tools
50
Q

understanding expertise study results

A

Children turned to different adults depending on what they wanted to achieve

51
Q

implications of expertise for learning

A
  • In general, kids view adults as experts and kids as non-experts
  • Children are selective in whom they choose to learn from
52
Q

when do we develop a rudimentary understanding of the beliefs leads to actions?

A

3 years old

53
Q

how do 3-year-olds respond when asked why a person is acting a certain way?

A

they refer to beliefs

54
Q

false-belief problems

A

Tasks that test a child’s understanding that other people will behave consistently with their knowledge/beliefs even if a child knows that these knowledge/beliefs are false

55
Q

what children pass false-belief problems?

A

5-year-olds and older

56
Q

what children fail false-belief problems?

A

3-year-olds

57
Q

what do correct responses on false-belief problems indicate?

A

a developped theory of mind

58
Q

the smarties task findings

A
  • 3-year-olds fail: they incorrectly think that other children will know that there are pencils inside the box & say that they always knew that there were pencils in the box
  • 5-year-olds pass: they correctly say that others will think there are Smarties inside the box
59
Q

social cognition development timeline

A
  • 6 months: understanding others’ action intentions
  • 9-12 months: joint attention and imitation
  • 1 year old: basic understanding of others’ desires and begin to understand the link between deisires and actions
  • 1.5-2 years old: an explicit sense of self indicated by passing the Rouge test
  • 2 years old: greater understanding that others’ desires can be different from one’s own
  • 3 years old: sensitive to whether someone is knowledgeable in a topic or not & a basic understanding that beliefs lead to actions but fail at false-belief tests
  • 5 years old: more fully developed theory of mind & pass false-belief tests
60
Q

stability of social cognitive skills

A
  • Children that are better able to understand goal-directed actions at 6 months also show better performance on false belief tasks at 4 years
  • This suggests that individual differences in social cognitive skills are stable
61
Q

3 ways for explaining developments in theory of mind

A
  • nativist theory
  • improvements in executive functioning
  • contributions of social interactions
62
Q

theory of mind navist model

A

innate brain mechanisms devoted to understanding other people that mature over the first 5 years

63
Q

evidence for the nativist model of theory of mind

A
  • Newborns have an inherent interest in faces
  • Culturally universal developmental trajectory of theory of mind
  • Temporoparietal junction and autism spectrum disorder
64
Q

false-belief tasks around the world

A

Over countries, most 3-year-olds fail (14% pass rate) and most 5-year-olds pass (85%) false belief tasks

65
Q

tempoparietal junction (TPJ)

A

A brain area that is consistently active across different theories of mind tasks

66
Q

theory of mind in children with ASD

A
  • Children with ASD struggle with the theory of mind
  • They find false-belief tasks very difficult even as teenagers
67
Q

TPJ in children with ASD

A

Children with ASD have atypical sizes and activity in TPJ

68
Q

executive functioning

A

a set of cognitive processes that enable cognitive control of behaviour, such as planning, focused attention, and juggling multiple tasks

69
Q

what is needed for false belief tasks?

A

executive functioning

70
Q

executive functioning vs. theory of mind

A

Evidence that as executive functioning improves, so does the theory of mind (r = 0.4)

71
Q

implications of executive functioning and theory of mind research

A

individual differences in executive functioning are responsible for individual differences in the theory of mind

72
Q

theory of mind and social interactions

A

Interactions with other people are critical for the development of the theory of mind

73
Q

evidence for social interaction and theory of mind

A
  • Caregivers’ use of mental state talk is correlated with preschoolers’ theory of mind abilities
  • Preschoolers who have siblings (vs. no siblings) are better at theory of mind tasks (especially if the sibling is of a different gender)
74
Q

Mental state talk

A

statements and questions that refer to other people’s minds using words such as think, know, and want

75
Q

implications of social interactions and theory of mind

A

caregivers can foster children’s social cognition by:
- Using mental state talk
- Providing opportunities for interactions with different people
- Encouraging joint attention

76
Q

how does theory of mind develop?

A

All of these explanations likely play a role:
- Maturation of brain regions in understanding others
- Improved executive functioning ability
- Interactions with other people

77
Q

how do children learn?

A
  • Trial and error (from birth)
  • Statistical learning (from birth)
  • Observation and imitation (9-12 months old)
  • Being taught by others (3-year-olds are more likely to learn from adults they see as reliable and expert in a domain)
78
Q

what studies use the preferential-looking paradigm

A
  • 2 intermodal perception studies
  • visual acuity paddle study
  • face perception study
79
Q

what studies use the violation of the expectation paradigm?

A
  • solid objects (drawbridge study)
  • understanding action intentions study (doll vs. ball)
  • gravity study
  • understanding others’ desires study (kittens)

PSYC 304 (11 decks)

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