self and others the development of social cognition
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Self and Others The Development of Social Cognition. Precursors to thinking about self and others. People are different from objects People look, act, are acted upon differently than objects Self is different from others The development of self recognition. Self Recognition. - PowerPoint PPT PresentationTRANSCRIPT
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Self and Others
The Development of Social Cognition
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Precursors to thinking about self and others
1. People are different from objectsPeople look, act, are acted upon differently than objects
2. Self is different from othersThe development of self recognition
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Self Recognition
The ability to recognize oneself in an image
How can we measure self recognition?
Mirror recognition: 15-18 months
How can we experimentally test this?put a mark in the kids face
Candid camera
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Gallup’s Test of Mirror Recognition1. Exposure to mirrors2. While unaware, mark face with rouge3. Exposure to mirror again4. Do they touch face or mirror?
TOUCH FACE
Chimpanzees
Orangutans
Gorillas (maybe)
20 month old baby
TOUCH MIRROR
Baboons, monkeys
Cats, dogs
Elephants
< 12 month old baby
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Correlates of Self Recognition
• Self-Conscious Emotions– Embarrassment– Guilt– Pride
• Empathy
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Understanding Self and Others:
Developing a “Theory of Mind”
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Theory of Mind: What is it?
A folk theory about how mental states (beliefs, desires, intentions) guide behavior
Useful forpredicting behaviorexplaining behavior
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Theory of Mind: What develops?
• Mental-Physical Distinction– Thoughts in the mind = things in the world
• Mind Causes Action– We act to fulfill our desires and beliefs
• Mind Represents Reality– Our beliefs about the world may be false
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Mental-Physical Distinction(Wellman & Estes, 1986)
Two Story Characters:One boy has a cookie
One boy is thinking about a cookie
Which cookie can be seen, touched, eaten, or shared with a friend?
3-year-olds: 75% correct
things in the mind = things in the world
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Mind Causes ActionAround the ages of 2.5 to 3, children...
Understand link between desire and action“Jane wants to take her kitten to school”(a) she finds her kitten (b) she finds a puppy
goes to school keeps looking
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Mind Represents Reality
We act on the basis of our beliefs, even when those beliefs conflict with reality
False-belief: A belief that conflicts with reality
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Change-in-location False-belief Task
• Bert and Ernie are playing ball
• Bert puts ball in GREEN box and leaves
• Ernie moves ball to ORANGE box
Bert comes back….
Where will he look for the ball?
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3-year-olds FAILBert will search where the ball really is
4-year-olds SUCCEEDBert will search where he thinks the ball is
Is this task too hard?Two locations, two characters, lots of action
Change-in-location Task: Results
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Children shown highly familiar containere.g., crayon box
Asked what they think is inside“Crayons!”
The box is opened to reveal something elsee.g., toy horse
Horse is put back inside box; children are asked about a naïve character’s beliefe.g., What does Grover think is inside the box?
Do Children Understand False Beliefs?
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3-year-olds FAILGrover will think there is a horse in the box
4-year-olds SUCCEEDGrover will think there are crayons in the box
Unexpected Contents Task: Results
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They fail even when:
You ask about their own false belief
You explicitly state the character’s false belief
3-year-olds’ Failure is Robust
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Why do Children Fail?
• Conceptual Deficit
– Fail to understand that the world can be one way and the mind can be another
This should sound familiar….centration, egocentrism, appearance/reality….
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Why do Children Fail?
• Inhibitory Demands
– Hard to resist reporting what is known to be true
– At same age as they fail false-belief tasks, children fail tasks of inhibitory controle.g., say “day” when shown a moon, say “night” when shown a sun
“Day!” “Night!”
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Role of Experience in ToM
• Conversations about mental states– Mothers’ mental-state talk (more talk, earlier
use of mental-state terms)
– Number of siblings (more sibs, earlier success on false-belief tasks)
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Life without Theory of Mind?
Autism
• Stereotyped, repetitive patterns of behavior
• Delayed and deviant language
• Impaired social development
75% mentally retarded
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Cause of Autism?
• NOT due to parenting; social environment
• Biological evidence– Strong genetic component– Range of neurological impairments– Disproportionately affects boys
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• Social and communicative impairments of autism result from a failure to develop a theory of mind
Theory of Mind Hypothesis for Autism
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Theory of Mind Deficits in AutismInfant Precursors
• Not preferentially interested in faces
• Don’t prefer human speech over other sounds
• No joint attention, social referencing, proto-declarative pointing
NOT TUNED INTO PEOPLE
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Theory of Mind Deficits in Autism
• Failure to understand communicative intentions
• Poverty of mental state language
• Failure to understand false belief
• Inability to create meaningful mentalistic sequences
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Mechanical Sequence
Behavioral Sequence
Mentalistic Sequence
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Mechanical Behavioral Mentalistic
NormalAutistic
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self
• Self Concept:– Self recognition: that one in the mirror is me!
• Self evaluation:– Self worth, self esteem, self efficacy
• Self regulation:– Self control, resistance to temptation