Differential parenting and children's social understanding

2016 ◽  
Vol 26 (3) ◽  
pp. 645-657 ◽  
Author(s):  
Sharon Pauker ◽  
Michal Perlman ◽  
Heather Prime ◽  
Jennifer M. Jenkins
Keyword(s):  
Social Understanding ◽  
Differential Parenting

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
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