The Development of Social Understanding

Carpendale, Jeremy I. M.; Lewis, Charlie

doi:10.1002/9780470880166.hlsd001017

Cited by 84 publications

(88 citation statements)

References 346 publications

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“…Moreover, evidence about the role of parental conversation in promoting children's success in ER-FBT (see Carpendale and Lewis 2015) also supports our proposal that younger children's difficulty in ERFBTs depends on their inability to connect their understanding of belief reports in belief-formation and -use contexts. For instance, the frequency of mental terms in mothers' conversation predicts children's later success in ER-FBT, whereas the opposite is not true (Ruffman et al 2002;Carpendale and Lewis 2015).…”

supporting

confidence: 78%

“…For instance, the frequency of mental terms in mothers' conversation predicts children's later success in ER-FBT, whereas the opposite is not true (Ruffman et al 2002;Carpendale and Lewis 2015). Training studies also demonstrated that it is not just mere exposure to more mental state terms that facilitates children's success in ER-FBTs (Peskin and Astington 2004;Turnbull et al 2008) but specifically experience with using such words is helpful (Ornaghi et al 2011).…”

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confidence: 99%

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The biocultural emergence of mindreading: integrating cognitive archaeology and human development

Fenici

Garofoli

2017

J Cult Cogn Sci

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According to the thesis of natural mindreading (NMRT), mindreading-i.e., the capacity to attribute mental states to predict and explain behavior-is an intrinsic component of the human biological endowment, thus being innately specified by natural selection within particular neurocognitive structures. In this article, we challenge the NMRT as a phylogenetic and ontogenetic account of the development of the socio-cognitive capacities of our species. In detail, we argue that basic capacities of social cognition (e.g., the traces of early systems of bodily ornamentation within the archeological record, and infants' selective attention at others' beliefs in spontaneous-response false belief tasks) do not involve meta-representational mindreading but are better explained by appealing to situated embodied capacities acquired in social interaction. While we acknowledge that more flexible capacities of social cognition (e.g., those implied by the use of political emblems in industrialized societies, or by 4-year-olds' success in elicitedresponse false belief tasks) involve genuine mindreading, we argue that this ability is elicited and scaffolded by linguistic communication. We conclude that mindreading has emerged as the outcome of a highly derivative long-term constructivist process of biocultural becoming that led to a relatively recent restructuring of the human mind in multiple worldly locations at different times. In particular, we conjecture that humans gradually converged on establishing linguistic practices allowing the understanding of others' actions in terms of mental reasons. These practices were bequeathed to further generations, and continue nowadays to scaffold the acquisition of mindreading in early childhood.

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supporting

confidence: 78%

mentioning

confidence: 99%

The biocultural emergence of mindreading: integrating cognitive archaeology and human development

Fenici

Garofoli

2017

J Cult Cogn Sci

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“…The two approaches we have outlined -pointing made possible by an insight regarding other people, or an infant's understanding of such gestures emerging gradually within interaction -are based on different metatheoretical assumptions [Carpendale & Lewis, 2010;Jopling, 1993;Overton, 2006]. The first approach is based on the individualistic assumption that the infant is split from the other and that achieving an understanding of others is based on self-knowledge applied to others in order to bridge the gap between self and other [for a discussion, see Carpendale & Lewis, 2010;Overton, 2006].…”

Section: Theoretical Perspectives On the Origins Of Pointingmentioning

confidence: 99%

“…The first approach is based on the individualistic assumption that the infant is split from the other and that achieving an understanding of others is based on self-knowledge applied to others in order to bridge the gap between self and other [for a discussion, see Carpendale & Lewis, 2010;Overton, 2006]. In this approach, the individual's mind must be taken as given, as the starting point; it is not explained but rather assumed.…”

Section: Theoretical Perspectives On the Origins Of Pointingmentioning

confidence: 99%

The Development of Pointing: From Personal Directedness to Interpersonal Direction

Carpendale

2010

Human Development

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Although there is consensus about the importance of early communicative gestures such as pointing, there is an ongoing debate regarding how infants develop the ability to understand and produce pointing gestures. We review competing theories regarding this development and use observations from a diary study of infants’ social development, focusing primarily on one infant from 6 to 14 months to illustrate a currently neglected view of the development of pointing. According to this view, infants first use their extended index finger as a manifestation of their own attention that emerges from their tactile exploration of close-by objects. Their gesture gradually becomes social in its use as infants become aware of the meaning of their action for adults.

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“…La ToM es considerada un requisito fundamental para nuestra comprensión del mundo social, ya que no podemos conocer con certeza los estados mentales de los otros por el carácter "privado" de la mente. Por este motivo, a los humanos les corresponde generar hipótesis e inferencias acerca de las intenciones, creencias y propósitos de los actos conductuales de los otros (Apperly, Samson, & Humphreys, 2005;Carpendale & Lewis, 2010;Pineda Alhucema, Jiménez Figueroa, & Puentes Rozo, 2012). Así, aunque se opera con cierto grado de incertidumbre respecto a la detección y comprensión de los comportamientos sociales (Brüne, 2004), siempre se trata de comprender al otro para poder ajustarse a un mismo contexto y así establecer relaciones.…”

Section: Introductionunclassified

Influencia del riesgo social en la teoría de la mente y funciones ejecutivas de adolescentes colombianos

Urquijo¹,

Zapata²,

Lewis³

et al. 2017

Univ Psychol

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El objetivo del presente estudio fue determinar la relación que existe entre las Funciones Ejecutivas (FE) y la Teoría de la Mente (ToM) en población colombiana en condición de riesgo social. Participaron 78 adolescentes (41 en riesgo social y 37 controles) entre los 13 y 16 años. Se administraron el Test de Palabras y Colores de Stroop, el Test de la Pirámide de México y el Test de Falso Paso para evaluar Control Inhibitorio, Planificación y ToM, respectivamente. A pesar de que no se encontraron diferencias significativas en los procesos ejecutivos de control inhibitorio y planificación, los controles mostraron tener mejor desempeño en la prueba de ToM (p<0,05). Adicionalmente, mientras que al interior del grupo sin riesgo social se observó una relación entre la ToM y los procesos ejecutivos evaluados (ps<0,05), sin embargo, al interior del grupo en riesgo social estos procesos no están relacionados. Se concluye que el entorno de riesgo social parece no afectar las habilidades ejecutivas de control inhibitorio y planificación pero sí la habilidad para realizar inferencias acerca de los estados mentales de los otros. De esta manera, un entorno de riesgo social es un factor ambiental que parece disociar el proceso de desarrollo de la cognición social y de los procesos ejecutivos en adolescentes, desarrollo que debería darse de manera paralela.

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The Development of Social Understanding

Cited by 84 publications

References 346 publications

The biocultural emergence of mindreading: integrating cognitive archaeology and human development

The biocultural emergence of mindreading: integrating cognitive archaeology and human development

The Development of Pointing: From Personal Directedness to Interpersonal Direction

Influencia del riesgo social en la teoría de la mente y funciones ejecutivas de adolescentes colombianos

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