social cognition 1 selman Flashcards
What is social cognition
Social cognition refers to the mental processes by which individuals understand and process information about themselves and others.
why is perspective-taking considered a key element of social cognition
it enables individuals to make sense of social situations by considering different viewpoints.
How does Selman’s theory of perspective-taking differ from Piaget’s view of cognitive development?
Piaget proposed a domain-general approach, suggesting that physical and social perspective-taking develop simultaneously. In contrast, Selman argued that social perspective-taking is a domain-specific process that develops independently.
What was the primary aim of Selman’s 1971 study on perspective-taking?
investigate how children’s ability to take another person’s perspective develops with age, whether their understanding of social situations improves as they mature.
Describe the procedure used by Selman (1971) to assess perspective-taking in children.
30 boys and 30 girls across different age groups (4-, 5-, and 6-year-olds). Children were presented with scenarios—such as the “Holly” scenario—in which they were asked to predict and explain how different individuals might feel or think in a given situation.
What were the key findings of Selman’s 1971 study regarding children’s perspective-taking abilities?
younger children (around 4–6 years) were largely egocentric, struggling to see others’ viewpoints.
Older children (around 7 and above) demonstrated more advanced skills, supporting the idea of a stage-like progression in perspective-taking.
What characterizes Stage 0 (Egocentric) in Selman’s model, and what is its typical age range?
occurring from about 3 to 6 years of age. Children at this stage assume that everyone thinks and feels the same way they do, showing little or no ability to see things from another’s perspective.
what defines Stage 1 (Social-Informational) in Selman’s model, and what is the age range for this stage?
typically seen in children aged 6–8 years, children begin to understand that others may have different perspectives—but they often attribute these differences solely to a lack of information rather than considering multiple viewpoints simultaneously.
Describe Stage 2 (Self-Reflective) in Selman’s theory and indicate its age range.
ages 8–10, when children start to step into another person’s shoes and appreciate another’s thoughts and feelings. However, they generally can only consider one perspective at a time—either their own or that of the other person.
What are the defining features of Stage 3 (Mutual) in the development of perspective-taking?
aged 10–12, marked by the ability to consider multiple perspectives at the same time. Children in this stage can even incorporate a neutral third person’s viewpoint when evaluating a situation.
Explain Stage 4 (Societal/Conventional) in Selman’s perspective-taking stages.
aged 12 and above, when adolescents and adults understand that perspectives are influenced by broader social, cultural, and moral factors. They recognize that differing social groups may hold conflicting viewpoints based on these factors.
What longitudinal evidence supports Selman’s theory of perspective-taking development?
AO3 support: Gurucharri & Selman (1982) conducted a longitudinal study that showed perspective-taking abilities increase with age in the same children, confirming that the stage-like progression observed in cross-sectional studies reflects true developmental change.
How do studies on children with ADHD contribute to our understanding of perspective-taking?
AO3 Support: Marton et al. (2009) found that children with ADHD performed worse on perspective-taking tasks compared to control groups. This suggests that atypical development, as seen in ADHD, can hinder the development of effective perspective-taking.
what ways can perspective-taking be applied to conflict resolution and education?
AO3 support: Walker & Selman (1998), argue perspective-taking can help reduce aggression by fostering empathy. In education, it informs when children are developmentally ready for activities like team sports, where understanding and integrating multiple viewpoints is crucial.
How do cultural factors challenge the validity of Selman’s perspective-taking theory?
Wu & Keysar (2007) demonstrated that Chinese children performed significantly better at perspective-taking tasks than American children, indicating that cultural upbringing and socialization practices play a critical role in developing perspective-taking—something Selman’s theory does not fully address.
What is a major limitation of Selman’s theory as outlined in the document?
Selman’s theory focuses almost exclusively on cognitive factors, overlooking important emotional and environmental influences—such as empathy, parenting style, and peer interactions—that also shape social development.
What extraneous variables might influence the findings of longitudinal studies on perspective-taking?
changes in a child’s environment, variations in social experiences, and differing opportunities for peer interactions may also affect the development of perspective-taking, indicating that improvements might not be solely due to cognitive maturation.
How are Theory of Mind and Selman’s levels of perspective-taking interconnected?
Both concepts involve understanding others’ mental states. While Theory of Mind broadly encompasses the ability to attribute beliefs, intentions, and desires, Selman’s model specifically outlines the developmental stages through which perspective-taking skills mature.
What practical implications can educators draw from understanding Selman’s stages of perspective-taking?
Educators can use these stages to tailor interventions and teaching methods to match children’s developmental levels. This ensures that activities—whether related to conflict resolution or teamwork—are introduced at a time when children can genuinely engage with and benefit from them.
Domain-General Cognitive Development
Piaget’s theory that cognitive abilities develop uniformly across different areas, meaning that both social and physical reasoning emerge together.
Domain-Specific Cognitive Development
Selman - social perspective-taking develops separately from other cognitive abilities.
