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PSY2001 > Social Development > Flashcards

Social Development Flashcards

1
Q

Explain the Mirror Test (Lewis & Brooks-Gunn, 1979)

A
  • 16 infants each in 6 age groups
  • Compared “No-rouge” & “Rouge” conditions
  • Childrenunder 2yo still unaware of self in the mirror
  • The ability to recognize oneself in the mirror is often held as evidence of self-awareness.
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2
Q

When does full temporal sense of self develop?

A

After 3 years of age

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3
Q

Explain Povinelli et al.’s (1996) experiment related to temporal sense of self

A
  • Sticker unobtrusively placed on head
  • Videos and photos taken of 2-4 yrs old
  • Showed them videos/photos after delay
  • Older 3 & 4 yo reached for sticker
  • Younger children did not
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4
Q

What is person permanence?

A

Internal representation of a social being

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5
Q

When does person permanence develop?

A

18 months

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6
Q

Explain Lewis & Brook-Gunn’s (1979) social dimensions findings

A

Familiarity:
- Different behaviour to familiar vs strange adults (7-9 months)
- Familiar vs strange peers (10-12 months)

Age:
- Discriminate children and adults (6-12 months)
- Use verbal age labels by 18-24 months

Gender:
- Discriminate between female and male strangers (9-12 months)
- Use verbal gender labels around 19 months

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7
Q

Explain the production of emotional development

A
  • After birth: Positive and negative affect
  • Few months: Basic primary emotions (joy, interest, anger, sadness)
  • 7 months: Fear responses, anger vs pain
  • 2-3yo: Secondary emotions (embarrassment, pride, shame)
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8
Q

Explain how emotion recognition develops

A
  • Discriminate emotions early on from 10 weeks (Haviland & Lelwica, 1987)
  • Social referencing:
    *Gauge response from caregiver before reacting
    *Wary reactions to strangers (and toys) -> More positive when mother reacts positively
    *Visual cliff
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9
Q

How do caregivers’ presence and behaviour influence a baby’s infant?

A
  • Babies take cues from how their caregivers (parents, family, guardians) respond to something in order to form their right-wrong’s, decisions, etc
  • In the visual cliff example, the babies do not cross the “cliff” when their mothers show a fearful face and yet they cross when their mothers show a happy/encouraging face
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10
Q

What is emotional intelligence?

A
  • Learn to regulate emotions
  • Emotion regulation and coping mechanism
  • Emotion regulation and social competence
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11
Q

Explain emotional intelligence: learn to regulate emotions

A

Switch from external to internal management

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12
Q

Explain emotional intelligence: emotion regulation and coping mechanism

A

Achieve well-being

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13
Q

Explain emotional intelligence: emotion regulation and social competence

A

Accuracy in recognising emotions = better acceptance by peers

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14
Q

Explain the Harris (1989) study on understanding another’s mind

A

Precursors to this understanding:
- Self awareness at 18-20 months (verbally express emotional states (2yo)
- Capacity for pretence at 2-3yo (Pretend something in world is sth else)
- Distinguishing reality from pretence at 3-4yo

Combine these to start understanding other people’s emotions, desires, beliefs

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15
Q

Explain the concept of Theory of Mind

A

Other people have a mental representation of the world different from our own (beliefs, feelings, etc.)
- “theory” -> cannot see or touch the mind; have to infer
- crucial to success in social world
- not innate; develops with age

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16
Q

Explain findings from Wimmer & Permer’s (1983) False-Belief task

A
  • only those aged 5 and above could answer the false belief task correctly
  • asked the Q of “Where will Maxi look for the chocolate?”
17
Q

Explain findings from the Sally-Anne Task (False-Belief task)

A
  • In the 3yo’s eyes, everyone thinks the same; shares the same thoughts
  • For 4yo’s, they can better understand different people have different beliefs
18
Q

Explain how ToM develops, specifically distinguishing mental states in language

A
  • 2yo use words about internal states (want)
  • 3yo use cognitive terms (know, remember)
19
Q

Explain how ToM develops, specifically understanding the relationship between seeing and knowing

A

By 3-4yrs, they can understand that seeing something means knowing about

20
Q

Explain how ToM develops, specifically the appearance-reality distinction

A
  • 3yo have difficulty understanding 2 representations of an object at the same time
  • Flavell et al (1986): what it looks like and what it is can be different
21
Q

Explain how ToM develops, specifically in predicting behaviour

A
  • 2yo understand that people have desires (e.g. Sam and his rabbit)
  • 3yo understand that people have beliefs (e.g. Amy and the books) BUT they don’t yet understand that others can act on inaccurate beliefs
22
Q

When is ToM achieved?

A

3-4yo

Wellman et al (2001) review of false belief studies revealed
- Very few 2yo
- Minority 3yo
- 4+ yo usually passed

23
Q

Explain Southgate & Vernetti’s (2014) False Belief task

A
  • It measured activation in motor cortex of adults (which will be activated when the actor has false belief that ball is in the box)
  • 6mo infants showed the same activity
  • Conclusion: infants make action prediction based on the agent’s belief
24
Q

How does language impact development?

A
  • Children who perform better on false belief tasks tend to have better language abilities
  • Children with caregivers who use more mental state terms earlier perform better
25
Q

How does interaction with peers/family impact development?

A
  • Those with older siblings do better
  • Larger families, more interaction with adults and siblings also do better
26
Q

How does ToM look in children after 4yrs? (understanding surprise & deception)

A

Understanding surprise:
- 5yrs chose the correct surprise face over neutral face

Deception:
- Ex. lie about preferred sticker to puppet to avoid losing it
- 5yo could lie from beginning; 4yo got better over trials; 3yo never learnt to lie

27
Q

Explain the Ambiguous Drawing Task (Carpendale & Chandler, 1996)

A
  • The children were given an ambiguous drawing which could be interpreted in two different ways
  • 5-8yo: All succeeded on false-belief task
  • Make sure child can see both interpretations
  • “What will Ann see?”
  • 5yo could not give a good answer
  • Even some 8yo had trouble
28
Q

What did Osterhaus & Bosacki (2022) find on Advanced Theory of Mind from middle childhood?

A
  • Found very diverse definitions
  • Individuals with diff AToM related to inhibition and language skills, NOT empathy
29
Q

What are the theories on how ToM develops?

A
  1. Conceptual change between 3-5yo
    - Develop concept of (meta)representations
    - Mental states aren’t direct reflections of reality, but can be inaccurate
    - Evidence: differences between 3-4yo on traditional false belief tasks
  2. Understanding of ToM develops gradually
    - You can’t suddenly acquire the concept
    - “Realist” tendency overrides understanding of beliefs
    - Other cognitive abilities mask understanding
    - Evidence: tasks reducing complexity/cognitive demands show success at younger ages

PSY2001 (10 decks)

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