Flashcards
ps2040 l2
Cards in this deck (34)
- 1social cognitionunderstanding other people's behaviours by inferring what they might have been thinking, feeling etc., understanding why people behave the way they do
- 2theory of mindproposed by Premack & Woodruff (1978), understanding people don't all think in the same way, recognising mental states of self and others
- 3ToM important for...range of social skills eg. pretending, teasing, persuading, teaching (know what you and others know/don't know)
- 4Physical location tasks (fb tasks)Maxi and chocolate bar, Sally and Anne
- 5Physical identity tasks (fb tasks)Deceptive box (whats in box? crayons...actually candles...what will new person think is in box?)
- 6Typical result seen in fb tasksunder 18 months - don't understand other would hold fb, over 18 months can succeed at task, 5 yr olds find deceptive box test very easy, 4 yr olds can succeed at deceptive box test
- 7problems with fb taskstoo simple, lab, more comple tasks get younger children to demonstrate better ToM
- 8developmental timeline of ToM (6, 9, end of 1st yr, 18-24)6 - understand emotional expressions, 9 - joint attention emerging, 1st yr - intuitive understanding of goals and beliefs and relation between these and actions, 18-24 - pretend play
- 9what may influence ToM developmentsocial interactions with peers and family, more realistic task to demonstrate earlier understanding
- 10Dalke 19954y/os, control, ID, ED
trial 1 - 8% control correct, 17% ID, 50% ED
trial 2 - 8% control, ID -> ED 58%, ED -> ID 58%
used knowledge from ED to perform better in ID, when cues are used children as young as 3 can understand task - 11Wellman, Cross, Watson (2001) - development of ToM30-110 months, at 48 months pass task, had cues = all ages do better even if 3y/o
- 12pretend play - Schwebel et al. 1999joint pp - more sophisticated, perform better at fb task
solitary pp - perform better at appearance/reality task but worse at fb - 13appearance/reality tasksee sponge that looks like rock, asked what it is, most say rock, can't think it could be both
- 14pretend play - Hughes & Dunn (1997)more pp = more ms talk so better ToM
ToM predicted frequency of pp
ToM predicted number of references to ms talk - 15language and ToM development - Milligan et al. 2007more likely to engage in ms talk if language skills better so can develop ToM earlier than if language skills were worse, but still develop ToM with weaker language skills
- 16language and ToM development - Brown et al. (1996)looked at childs interactions with mothers, friends and siblings - found most ms talk was with friends as similar to self and sig relationship between fp performance and ms talk with friends
- 17language and ToM development - mental state talk (Adrian et al. 2007)more cv usage in mother = more ms talk from child after 1 yr
child uses word "think" more = mother uses same word more after 1 yr - 18ToM talk and sex diffssiblings and parents more likely to discuss ms and emotions and expressions with female child than male child but this only gives females weak advantage in developing ToM
- 19parenting stylesparents who discipline using how feel responses = child better ToM
- 20siblingsmore siblings = better ToM, sibling has good influence but only if sibling is aged 12months -12yrs and if child is above 3yrs (ie in ZPD and able to learn ToM)
middle child has significantly better ToM if siblings are right age - 21peerspiaget - peers aid moral development - cognitive disagreements challenge perceptions
vygotsky - peers can help reach potential (ZPD) - 22faux pas task (Baren-Cohen et al. 1999)investigates in more naturalistic way, more similar to what children may have experienced irl, hear story involving faux pas, asked questions about it
- 23faux pas and peers (Barnejee & Watling, 2005)6-9yr olds, sociometric nominations, did faux pas task, older children did better, better at task = strong ToM, popular, neglected and average children had best performance but rejected and contraversial had poorer performance
- 24faux pas and peer relations (Banerjee, Watling, Caputi, 2011)longitudional, 6-11yrs, older cohort better, if rejected at age 6&7 then faux pas performance was worse, better faux pas understanding at 9yrs = more liked a yr later, still didn't understand faux pas when majority did (age 10) then more rejected by peers 1 yr later, +ve peer relations help to establish skills
- 25different groups - autistic children - sally-anne tasktypical 4y/os and those with Down's syndrome 84-85% correct but children with autism 14% correct - some do have ToM
- 26different groups - autistic children - why poorer perfomance?lower verbal mental age, using different tactics eg. logic
- 27different groups - autistic children - 2nd order false beliefadults with high functioning autism passed reliably
- 28different groups - autistic children - faux pas testspassed less reliably
- 29different groups - autistic children - Ruffman et al. (2001)measured eye gaze and verbal response in physical location fb task, controls looked at right place but said wrong place, language delayed children did same, autistic children looked at wrong place but said right place = problem with inhibition of own knowledge or use rule-based learning instead of social experiences
- 30different groups - autistic children - difficultiesautistic children less likely to focus on eye area, engage in joint attention, do protodeclarative pointing or follow eye gaze
- 31different groups - hearing impaired - 4 groupsnative deaf - born deaf to deaf parents
signing deaf from hearing home
oral deaf - severe hearing impairment but have hearing aid or cochlear implants - 32different groups - hearing impaired - fb taskssally-anne, deceptive item and deceptive box task - native signers, oral deaf and hearing controls perform similarly but signing deaf from hearing home or with autism = poorer performance - but could be related to slower language dev.
- 33different groups - hearing impaired - Peterson 2004controlled for language delays, fb performance: hearing best, impairments next and autism last, language dev. predicts ToM when diagnoses and deafness controlled
- 34different groups - hearing impaired - Shick et al. (2007)longitudional on why deaf children have difficulties with ToM tasks, having language and engagement important for ToM development, oral deaf delayed ToM bc parents not engaging always in face to face interaction, social interactions and ms talk important for ToM
Information
- Description
- Flashcards on ps2040 l2 , created by Alice Storr on 23/01/2019.
- Created by
- Alice Storr
- Views
- 1
- Rating