lecture 7- social learning and social development Flashcards
learning is the result of what interaction?
between a child and knowledgeable individual.
what does culture and language provide for interactions?
culture provides context and lamguage is how infomration is spread and shared.
vygotsky insisted on considering what as an essential part of development?
culture- we cannot consider development from an isolated perspective so we are missing out on so much, cognition, memory and attention are not individual characteristics.
what is the zone of proximal development (vygotsky)
difference between actual preformance and potential performance- a competent adult can help the child to achieve their potential.
what is the importance of external monologue (language and thought)
this is how thoughts become organised, alongisde behaviour, internalised to become inner speech.
bruner and scaffolding- gave what 5 stages of how knowledge is spread to a child
- recruitment, 2. reduction of degrees of freedom, 3. direct maintenace, 4. marking critical features, 5. demonstration.
many behaviours that distinguish us from animals are supported by what?
social learning- culture including music, tools and technology.
why are there differences between animals and humans (emulation and imitation)?
animasl emulate- end-results: animals are able to get to the end result on their own whilst children imitate so actions and end-results- children copy adults to get to an end-result.
what is the cultural intelligence hypothesis?
humans evolved special social cognitive skills- relies on input from demonstrator and observer.
what is shared intentionality as a part of the cultural intelligence hypothesis?
naturally tend to want to share information with others to combine efforts for a common goal.
lyons et al (2007) overimitation
a child will copy an adults actions even the useless ones that arent necessary to get to the goal asked so this is overimitation.
who conducted the mirror test?
lewis & Brokks-gunn (1979)
what is the mirror test?
16 infants compared rouge and non rouge- when will the child realise that they have a red dot on their nnose. the difference crops up at 21-24 months- when they touch their noses recognising themselves.
who studied a temporal sense of self?
povinelli et al (1996)
How does one study the temporal sense of self in infants?
sticker unobtrusively on their head, show videos of them having stickers on their head- d they think they have it on now. 3 & 4 years recognised they have one on their head but the younger children did not.
what is person permenance?
internal representation of a social being and it was studied by lewis & brookes-gunn 1979
what was found in lewis & brookes-gunn 1979
social dimensions, in teh first year of life children learnt o discriminate people based on familiarity at 7months, age at 6-12months and gender at 9-12 months.
what are the primary emotions as studied by Izard et al 1987?
happiness, interest, anger and sadness.
by 7 months Izard et al found that by 7 months infants experience what emotions?
fear responses, anger vs pain
by 2-3 years secondary emotions develop what are they?
embarrassment, pride and shame. fear + hate = envy
what is social referencing?
when people gauge response from care-giver before reacting- we use referencing to understand social situations and how to navigate them
what is the glass cliff experiment?
studies the social referencing effect in infants, infants placed on a board where there is a significant drop visually but it is covered by glass but they have to cross it in order for the toy so, they are hesitant but if the mother is similing at them then the child will go across compared to if the mother shows fear.
what is emotional intelligence?
learn to regulate emotion, emotion regulation and social competence are intelerlinked research has suggested that the more accurate you are the better accepted you are by peers
emotional intelligence is linked to what brain area?
linked to maturation in the pre-frontal cortex.
birch and bloom 2007 conducted what experiment and found…
tested the curse of knowledge in adults, found that they were significanlty less more likely to choose the ignorant condition when given a knowledge plausible explanation.
how did onishi and bailleargeon 2005 contribute to the theory of mind?
15month olds, found that in all 4 conditions they predicted the actions of the demonstrator- looked longer when the observer went to the new location. Used a violation of expectations method.
how did southgate and vernetti 2015 add a neural element to the theory of mind?
found that the activation in the motor cortex was similar for adults and 6 month olds during the sally anne task.
who conducted the false belief, sally anne task
baron-cohen et al 1985.
what did harris 1989 suggest about infants?
they were able to project there mental states onto others, as there is a self awareness developed at 18-20m.
what is an alternate explanation for Harris (1989)
that the infants simply are able to link common emotions to common experiences.
what are some of the impacts on performance on the theory of mind tasks
- language abilities, it is found that better lagnage increases performance. also siblings and larger families increase performance.
before 4 years theory of mind evidence
lempers et al 1977- found what in 2 year olds
they had to angle box to show the picture to someone else- that there is a relationship between seeing and knowing.
what did wellman et al find 2001
180 false belief studies- that usually 4 year olds were successfully compared to 3 years and younger.
what is a limitation of wimmer and perner’s study into ToM usign maxi looking for chocolate
found that 4 year olds successfully could do it but this is because of the length of text which may make it too long for the mmeory of children below 4.
