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):  
Social Understanding

Relations between Executive Function and Social Understanding in Young Children

2007 ◽  
Author(s):  
Stuart I. Hammond ◽  
Max B. Bibok ◽  
Dana P. Liebermann ◽  
Ulrich Mueller ◽  
Jeremy Carpendale
Keyword(s):  
Executive Function ◽  
Young Children ◽  
Social Understanding

Cognitive shifting as a predictor of progress in social understanding in high-functioning adolescents with autism: A prospective study

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 ◽  
...  
Keyword(s):  
Prospective Study ◽  
Social Understanding ◽  
High Functioning ◽  
Adolescents With Autism ◽  
A Prospective Study ◽  
Cognitive Shifting

The Person Model Theory and the Question of Situatedness of Social Understanding

2018 ◽  
pp. 468-492 ◽  
Author(s):  
Albert Newen
Keyword(s):  
Model Theory ◽  
Simulation Theory ◽  
Early Infancy ◽  
Theory Theory ◽  
Social Understanding ◽  
Interaction Theory ◽  
Context Dependent ◽  
Clear Cases ◽  
Person Model ◽  
Intense Debate

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.

Social Understanding at the End of the First Year of Life

1994 ◽  
Vol 14 (4) ◽  
pp. 349-372 ◽  
Author(s):  
Chris Moore ◽  
Valerie Corkum
Keyword(s):  
First Year ◽  
Social Understanding ◽  
First Year Of Life

Friendships in Early Childhood, and Social Understanding

1997 ◽  
Vol 21 (4) ◽  
pp. 669-686 ◽  
Author(s):  
Mary C. Maguire ◽  
Judy Dunn
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Pretend Play ◽  
Mental States ◽  
Individual Development ◽  
Social Understanding ◽  
Descriptive Data ◽  
Mixed Emotions ◽  
Close Friendships

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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