User:Finereach/Social-cognitive development
Social cognitive development is the psychological processes through which social cognition develops, that is to say, the way people come to understand other peoples thoughts, desires, motives and behaviour, and develop a sense of self[1] (see Developmental Psychology).
History[edit]
Social cognitive development has long been of interest in relation to general cognitive development theories, for example, Piaget's Theory of cognitive development[1], and other more specific theories for example Kohlberg's stages of moral development[2]. Piaget considered the infant's understanding of people, "person permanence", to be tied up with development of their understanding of objects (object permanence). Piaget considered children to be initially egocentric, unable to consider how others see things; over time their abilities improve in line with ability to perform increasingly complex cognitive operations.
Social perceptual development[edit]
Social perception develops in infancy and it has been suggested that some aspects of psychological processes that promote social behavior (such as face recognition) may be innate. Consistent with this very young babies recognize and selectively respond to social stimuli such as the voice, face and scent of their mother.[3]
Theory of mind[edit]
Development of theory of mind has received considerable attention. Theory of mind refers to the ability to understand what other people think, feel, known and understand. At four years children are able to demonstrating that they know that someone else can hold a false belief. Theory of mind abilities become more sophisticated as children get older, for example, able to complete more complicated second-order theory of mind tasks at around seven[citation needed] years of age[4]. Ability to understand theory of mind is disrupted in autism.
Selman's role-taking theory[edit]
Selman's role-taking theory is another approach to understanding social cognitive development[5]. In this theory, social cognition refers to children's ability to understand other peoples thoughts, desires, motives and behaviour. This stage theory suggests that development of social cognition arises from children's ability to see things from other people's perspectives. Role-taking theory describes development from a simplistic egocentric perspect at 3-6 years, to a more sophisticated general model of how other people behave at 12-15 years[1]. Role-taking theory has been used to develop a clinal intervention for children and adolescents who have have difficulties with social ability[2].
Stages[edit]
Stage 1 : Subjective or differential perspective-taking 5 years - 9 years - other people have a social perspective of their own. Stage 2 : Self-reflective or reciprocal perspective taking 7 - 9 years Other people have different perspectives and may be considering the child's point of view. Simiar to second order theory of mind. Stage 3 : Third person or mutual perspective taking : More complex social cognition - the adolescent is able to see all points of view from a third-party perspective 10-15 Stage 4 : In-depth societal perspective taking 15+ yet more complex, abstract perspective taking, incorporating perspective of society with individual and group.
| Stage 1 : Subjective or differential perspective-taking 5 years - 9 years | Self-enhancement at the level of an observed effect describes the product of the motive. For example, self-enhancement can produce inflated self-ratings (positive illusions). Such ratings would be self-enhancement manifested as an observed effect. It is an observable instance of the motive. |
|---|---|
| Ongoing Process | Self-enhancement at the level of an ongoing process describes the actual operation of the motive. For example, self-enhancement can result in attributing favourable outcomes to the self and unfavourable outcomes to others (self-serving attribution bias). The actual act of attributing such ratings would be self-enhancement manifested as an ongoing process. It is the motive in operation. |
| Personality Trait | Self-enhancement at the level of a personality trait describes habitual or inadvertent self-enhancement. For example, self-enhancement can cause situations to be created to ease the pain of failure (self-handicapping). The fabrication of such situations or excuses frequently and without awareness would be self-enhancement manifested as a personality trait. It is the repetitive inclination to demonstrate the motive. |
| Underlying Motive | Self-enhancement at the level of an underlying motive describes the conscious desire to self-enhance. For example, self-enhancement can cause the comparison of the self to a worse other, making the self seem greater in comparison (strategic social comparisons). The act of comparing intentionally to achieve superiority would be self-enhancement manifested as an underlying motive. It is the genuine desire to see the self as superior. |
| The four levels of self-enhancement manifestation as defined by Sedikides & Gregg (2008)[6] | |
References[edit]
- ^ a b c Shaffer, DR (2009). Developmental Psychology : Childhood and Adolescence (8 ed.). Belmont: Wadsworth, Cengage Learning. ISBN 0-495-55692-0.
{{cite book}}: Unknown parameter|coauthor=ignored (|author=suggested) (help) - ^ a b Coleman, JC (1999). The Nature of Adolescence. London: Routledge. ISBN 0-415-19897-6.
{{cite book}}: Unknown parameter|coauther=ignored (help) - ^ Bremner, JG (1994). "Chapter 5 : Social Development". Infancy. pp. 182–183..
- ^ Stone, VE (1998). "Frontal lobe contributions to theory of mind". Journal of Cognitive Neuroscience. 10: 640–656. doi:10.1162/089892998562942.
{{cite journal}}: Unknown parameter|coauthor=ignored (|author=suggested) (help) - ^ "Academia: Selman's Theory of Social Role Taking". 20100108.
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