The magic triangle: Self, other, and object in the emergence of social understanding

2007 ◽  
Vol 28 (4) ◽  
pp. 375-378
Author(s):  
Bradford Pillow
Keyword(s):  
2007 ◽  
Author(s):  
Stuart I. Hammond ◽  
Max B. Bibok ◽  
Dana P. Liebermann ◽  
Ulrich Mueller ◽  
Jeremy Carpendale

1993 ◽  
Vol 23 (2) ◽  
pp. 341-359 ◽  
Author(s):  
Hans J. C. Berger ◽  
Karel P. M. van Spaendonck ◽  
Martin W. I. M. Horstink ◽  
Elly L. Buytenhuijs ◽  
Patty W. J. M. Lammers ◽  
...  

Author(s):  
Albert Newen

Humans are hyper-social beings, highly dependent on others and on successfully interacting with them. Which theory can adequately describe our ability to understand others? In the literature we have an intense debate among proponents of theory-theory, simulation theory, and interaction theory. I argue first that none of these accounts is adequate but that we need to go in the direction of what I call the “person model theory.” The second important question is which types of embodiment (or further aspects of 4E) are systematically relevant for social understanding according to the person model theory? I argue that there are clear cases of embodiment of social understanding, while extendedness and/or enactment seem to be only clearly implemented in early infancy. Furthermore, 4E features of being embodied, enacted, extended, or embedded can only be ascribed to an implementation, a token of a specific type which makes the 4E features intensely context-dependent.


1994 ◽  
Vol 14 (4) ◽  
pp. 349-372 ◽  
Author(s):  
Chris Moore ◽  
Valerie Corkum

1997 ◽  
Vol 21 (4) ◽  
pp. 669-686 ◽  
Author(s):  
Mary C. Maguire ◽  
Judy Dunn

This study had two goals. The first was to provide descriptive data on the nature of individual differences in young children’s close friendships, and the second, to examine the relations between these individual differences and children’s earlier understanding of others’ emotions and mental states, and their later appreciation of ambivalent or mixed emotions. A total of 41 children participating in a longitudinal study from 33 months to 6-7 years were studied with their close friends as 6-year-olds, with a combination of observations and standard sociocognitive assessments. The results showed that different aspects of friendship interactions, such as co-ordination of play and amity, were neither closely related nor linked to power assertion. Early differences in the assessment of social understanding were associated with later differences in pretend play with the friend, and friendship interactions at 6 years were linked to later appreciation of mixed emotions. The two-way process of influence linking individual development and friendship quality is discussed.


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