167 research outputs found
The inhibition of imitative behavior and attribution of mental states
No full textSocial cognition at the crossroads : perspectives on understanding others / Tricia Striano and Vincent Reid -- Research methodology and social cognition / Vincent Reid and Elena Geangu -- Do adolescents simulate? : developmental studies of the human mirror neuron system / Marco Iacoboni -- The inhibition of imitative behavior and attribution of mental states / Marcel Brass and Stephanie Spengler -- Social perception : understanding other people's intentions and emotions through their actions / Julie Grèzes and Beatrice de Gelder -- Development of the social brain during adolescence / Sarah-Jayne Blakemore -- How do we understand others' intentions? : an attentional investigation / Pines Nuku and Harold Bekkering -- Memories for events in infants : goal-relevant action coding / Ildikó Király -- The interchange of self-performed actions and perceived actions in infants / Petra Hauf -- Tools and goals : a social-cognition perspective on infant learning of object function / Birgit Elsner -- The directed attention model of infant social cognition : further evidence / Vincent Reid and Tricia Striano -- Reading faces in infancy : developing a multi-level analysis of a social stimulus / Tobias Grossmann and Amrisha Vaish -- The perception of emotional expressions during infancy / Stefanie Hoehl -- Face and gaze processing in autism / Robert M. Joseph and Helen Tager-Flusberg -- Beyond social perception : the case of autism / Jessica A. Hobson and R. Peter Hobson -- The role of looking in social cognition : perspectives from development and autism / Claes von Hofsten and Gustaf Gredebäck -- What does the study of autism tell us about the craft of folk psychology? / Richard Griffin and Daniel C. Dennett -- The other end of the spectrum? : social cognition in Williams Syndrome / Jon Brock, Shiri Einav, and Deborah M. Riby -- Commentary : mutual recognition as a foundation of sociality and social comfort / Philippe Rochat -- Commentary on social cognition : development, neuroscience, and autism / Charles A. Nelson -- Commentary : how social is social cognition? / Simon Baron-Cohen. Memories for events in infants: goal-relevant action coding / Ildikó Király -- The interchange of self-performed actions and perceived actions in infants / Petra Hauf -- Tools and goals: a social-cognition perspective on infant learning of object function / Birgit Elsner -- The directed-attention model of infant social cognition: further evidence / Vincent Reid and Tricia Striano -- Reading faces in infancy: developing a multi-level analysis of a social stimulus / Tobias Grossmann and Amrisha Vaish -- The perception of emotional expressions during infancy / Stefanie Hoehl -- Face and gaze processing in autism / Robert Joseph and Helen Tager-Flusberg -- Beyond social perception: the case of autism / Jessica Hobson and R. Peter Hobson -- The role of looking in social cognition: perspectives from development and autism / Claes von Hofsten and Gustaf Gredebeck -- What does the study of autism tell us about the craft of folk psychology? / Richard Griffin and Daniel Dennett -- The other end of the spectrum? social cognition in Williams Syndrome / Jon Brock, Shiri Einav, and Deborah M. Riby -- Commentary: mutual recognition as a foundation of sociality and social comfort / Philippe Rochat -- Commentary on social cognition: development, neuroscience, and autism / Charles Nelson -- Commentary: how social is social cognition? / Simon Baron-Cohen
The role of experience and discourse in children's developing understanding of pretend play actions
No full textThe present work investigated the development of an explicit understanding of pretend play actions. Study 1 revealed a long décalage between earlier implicit understanding of pretence as an intentional activity and a later more explicit understanding. Study 2 was a training study. It tested for two factors – systematic pretence experience and explicit pretence discourse – that may be important in development from early implicit to later explicit pretence understanding. Two training groups of 3.5-year-old children received the same pretence experiences involving systematic contrasts between pretending, really performing and trying to perform actions. In the ‘explicit’ group, these experiences were talked about with explicit ‘pretend to’ and ‘pretend that’ language. In the ‘implicit’ group no such discourse was used, but only implicit discourse in talking about pretence versus real actions. The two training groups were compared with a control group that received functional play experience. After training, only the explicit group showed improvement in their explicit pretence understanding. In none of the groups was there any transfer to tasks tapping mental state understanding, false belief (FB) and appearance-reality, (A-R). The findings are discussed in the context of current theories about the developmental relations between pretence, discourse, and mental state understanding
On tools and toys: how children learn to act on and pretend with 'virgin objects'
No full textThe focus of the present study was the role of cultural learning in infants’ acquisition of pretense actions with objects. In three studies, 18- and 24-month-olds (n= 64) were presented with novel objects, and either pretense or instrumental actions were demonstrated with these. When children were then allowed to act upon the objects themselves, qualitatively similar patterns of cultural (imitative) learning both of pretend and of instrumental actions were observed, suggesting that both types of actions can be acquired in similar ways through processes of cultural learning involving one or another form of collective intentionality. However, both absolute imitation rates and creativity were lower in pretense compared to instrumental actions, suggesting that the collective intentionality that constitutes pretense is especially difficult for children to comprehend. An additional analysis of children's gazes to the experimenter during their actions revealed that 24-month-olds looked more often to the experimenter during pretense actions than during instrumental actions – suggesting that pretense is culturally learned in a similar fashion as practical actions, but that young children understand pretense as a more inherently social, intersubjective activity
Auditory-oral matching behavior in newborns
No full textTwenty-five newborn infants were tested for auditory–oral matching behavior when presented with the consonant sound /m/ and the vowel sound /a/ – a precursor behavior to vocal imitation. Auditory–oral matching behavior by the infant was operationally defined as showing the mouth movement appropriate for producing the model sound just heard (mouth opening for /a/ and mouth clutching for /m/), even when the infant produced no sound herself. With this new dependent measure, the current study is the first to show matching behavior to consonant sounds in newborns: infants showed significantly more instances of mouth opening after /a/ models than after /m/ models, and more instances of mouth clutching after /m/ models than after /a/ models. The results are discussed in the context of theories of active intermodal mapping and innate releasing mechanisms
Young Children Know That Trying Is Not Pretending : A Test of the "Behaving-As-If" Construal of Children's Early Concept of Pretense
No full textIn 3 studies, young children were tested for their understanding of pretend actions. In Studies 1 and 2, pairs of superficially similar behaviors were presented to 26- and 36-month-old children in an imitation game. In one case the behavior was marked as trying (signs of effort), and in the other case as pretending (signs of playfulness). Three-year-olds, and to some degree 2-year-olds, performed the real action themselves (or tried to really perform it) after the trying model, whereas after the pretense model, they only pretended. Study 3 ruled out a simple mimicking explanation by showing that children not only imitated differentially but responded differentially with appropriate productive pretending to pretense models and with appropriate productive tool use to trying models. The findings of the 3 studies demonstrate that by 2 to 3 years of age, children have a concept of pretense as a specific type of intentional activity
How children turn objects into symbols: A cultural learning account
No full textFrom around their second birthdays young children engage in activities in which one physical object or situation is used to "stand for" another. For example, 2- and 3-year-olds pretend that an object is something different, they create and interpret simple drawings of objects and situations, and they use simple maps, pictures, videos, and scale models to locate things in real space. These activities in which one thing or situation is used to point beyond itself to another are all uniquely human activities and may be said to involve the capacity to symbolize. In this chapter we approach children's developing symbolic competence in the wider context of their cognitive and social development. The development of understanding symbolic actions with objects, we claim, is best considered as part of children's developing social understanding more generally, and the development of performing symbolic actions with objects is most fruitfully viewed as a process of cultural learning, based on children's nascent under- standing of intentional action and on cultural scaffolding. In our review of empirical findings, we focus on three ways in which children act symbolically with objects: pretend play, drawing, and using three-dimensional objects as symbols. We also review some findings from development in the second year of life, before children become proficient symbolizers with objects, as a way of grounding children's symbolic activities in their cultural activities more generally
How children turn objects into symbols: A cultural learning account
No full textFrom around their second birthdays young children engage in activities in which one physical object or situation is used to "stand for" another. For example, 2- and 3-year-olds pretend that an object is something different, they create and interpret simple drawings of objects and situations, and they use simple maps, pictures, videos, and scale models to locate things in real space. These activities in which one thing or situation is used to point beyond itself to another are all uniquely human activities and may be said to involve the capacity to symbolize. In this chapter we approach children's developing symbolic competence in the wider context of their cognitive and social development. The development of understanding symbolic actions with objects, we claim, is best considered as part of children's developing social understanding more generally, and the development of performing symbolic actions with objects is most fruitfully viewed as a process of cultural learning, based on children's nascent under- standing of intentional action and on cultural scaffolding. In our review of empirical findings, we focus on three ways in which children act symbolically with objects: pretend play, drawing, and using three-dimensional objects as symbols. We also review some findings from development in the second year of life, before children become proficient symbolizers with objects, as a way of grounding children's symbolic activities in their cultural activities more generally
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