一生中社会互动的认知基础

IF 0.8 4区 心理学 Q3 PSYCHOLOGY, MULTIDISCIPLINARY
Qingming Liu, Huimin Cui, D. Dong
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Discussions on the possibilities of interactions between different developmental stages are rare . The edited book The Cognitive Basis of Social Interaction Across the Lifespan (2021) attempts to close this gap . It combines the research results involving different stages of development, presents the overall developmental landscape of social communication skills, and examines the cognitive basis of social interaction during one’s life cycle . The book comprises nine chapters. The first chapter, by one of the editors, Ferguson, offers an introduction to the whole book . In Chapter 2-6, the authors review and summarise the research findings of various developmental stages from infancy to old age . In Chapter 7 and 8, the authors discuss the influence of autism and neurodegenerative disorders on social abilities . In Chapter 9, Bradford, De Lillo and Ferguson summarise the present findings and future research prospects in this field. Chapter 1 clarifies the basic concepts of social interaction and emphasises the importance of the lifespan approach . Then, Ferguson outlines some classic theories and mechanisms of successful socialising (folk psychology and simulation theory, among others) and showcases a range of methodological approaches to this topic, emphasising the challenges inherent in applying them across the lifespan . Chapter 2 presents critical periods for the development of social interactions in infancy . Neonates and infants can participate in social interactions from birth; thus, the modes of social interaction have become increasingly complex . It is often noted that infants can distinguish between the animate and inanimate and prefer stimuli in the social context (Legerstee, 1992) . After one and a half years, the primordial form of ToM appears in the behaviour of infants, who may imitate the interaction of external objects with others (Carpenter et al ., 1998) . At the age of two, infants acquire simple ToM (or folk psychology) and shared intentionality . From approximately the age of four, children begin to develop meta-representational ToM . However, several recent studies have questioned this developmental model of social interactions . During infancy, babies may misinterpret reality and develop false beliefs . Regarding empirical experience, the answer to whether infants already have ToMs is pendent . Future research will require a more rigorous and scientific way to study the development of social interaction and cognition in infancy . In Chapter 3, Lecce and Devine present the cognitive basis of social interaction in early and mid childhood via ToM, which might enable children to see themselves from the point of view of others and, therefore, adjust their behaviours and beliefs . From early to middle childhood, the environment and social interactions of children change dramatically . The scope of their social interactions expands from intimate family members to peers and teachers (cf . Del Giudice, 2014; Kramer & Kowal, 2005) . The authors synthesise broad literature to assess the relationship between psychological theory and social interaction in early and mid childhood . The results of this study show that ToM is concerned with certain aspects of social interaction and social outcomes and that these relationships may be mediated by several factors, including the children themselves, situations, and social interaction skills . Future research should focus on the impact of intentional social behaviours and factors related to partners on ToM and social interaction . Chapter 4 focuses on the development of social cognition in adolescence . Puberty is a period of drastic physical and psychological change . These changes are essential for the maturation of social cognition . There are many special developments in adolescent social cognition, such as face perception, mentalisation, executive functioning, and emotional regulation . Romantic relationships and sexual experiences are crucial aspects of adolescents’ experiences . Many scholars have overlooked the point that adolescence is a sensitive period of romance and sexual development (Suleiman et al ., 2017) . The “current developmental cognitive literature lacks a framework for understanding how social cognitive development benefits mating psychology during adolescence”, as asserted by Donaldson and Mills (p . 70) in Chapter 4 . At the end of this period, adolescents no longer depend on their parents and instead take on BooK REViEW","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Cognitive Basis of Social Interaction Across the Lifespan\",\"authors\":\"Qingming Liu, Huimin Cui, D. Dong\",\"doi\":\"10.1080/14330237.2023.2213956\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Social interactions play a vital role in everyday life . Successful social interaction requires the ability to understand and predict internal events based on the mental states of others (such as intentions, desires, and emotions), which might be dubbed . 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The book comprises nine chapters. The first chapter, by one of the editors, Ferguson, offers an introduction to the whole book . In Chapter 2-6, the authors review and summarise the research findings of various developmental stages from infancy to old age . In Chapter 7 and 8, the authors discuss the influence of autism and neurodegenerative disorders on social abilities . In Chapter 9, Bradford, De Lillo and Ferguson summarise the present findings and future research prospects in this field. Chapter 1 clarifies the basic concepts of social interaction and emphasises the importance of the lifespan approach . Then, Ferguson outlines some classic theories and mechanisms of successful socialising (folk psychology and simulation theory, among others) and showcases a range of methodological approaches to this topic, emphasising the challenges inherent in applying them across the lifespan . Chapter 2 presents critical periods for the development of social interactions in infancy . Neonates and infants can participate in social interactions from birth; thus, the modes of social interaction have become increasingly complex . It is often noted that infants can distinguish between the animate and inanimate and prefer stimuli in the social context (Legerstee, 1992) . After one and a half years, the primordial form of ToM appears in the behaviour of infants, who may imitate the interaction of external objects with others (Carpenter et al ., 1998) . At the age of two, infants acquire simple ToM (or folk psychology) and shared intentionality . From approximately the age of four, children begin to develop meta-representational ToM . However, several recent studies have questioned this developmental model of social interactions . During infancy, babies may misinterpret reality and develop false beliefs . Regarding empirical experience, the answer to whether infants already have ToMs is pendent . 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The results of this study show that ToM is concerned with certain aspects of social interaction and social outcomes and that these relationships may be mediated by several factors, including the children themselves, situations, and social interaction skills . Future research should focus on the impact of intentional social behaviours and factors related to partners on ToM and social interaction . Chapter 4 focuses on the development of social cognition in adolescence . Puberty is a period of drastic physical and psychological change . These changes are essential for the maturation of social cognition . There are many special developments in adolescent social cognition, such as face perception, mentalisation, executive functioning, and emotional regulation . Romantic relationships and sexual experiences are crucial aspects of adolescents’ experiences . Many scholars have overlooked the point that adolescence is a sensitive period of romance and sexual development (Suleiman et al ., 2017) . The “current developmental cognitive literature lacks a framework for understanding how social cognitive development benefits mating psychology during adolescence”, as asserted by Donaldson and Mills (p . 70) in Chapter 4 . 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引用次数: 0

摘要

社会交往在日常生活中起着至关重要的作用。成功的社会互动需要理解和预测基于他人心理状态(如意图、欲望和情感)的内部事件的能力,这可能被称为。根据他人的心理状态(如他们的意图、信仰、情感和欲望)来理解和预测事件的能力被称为心智理论(Theory of Mind, ToM)。ToM是社会互动过程中不可或缺的组成部分。一般认为,社会认知可以帮助我们了解自己、他人和周围环境(Moskowitz & Olcaysoy Okten, 2017)。然而,目前大多数关于社会互动和社会认知的出版物都集中在一个单一的年龄组变量上。关于不同发育阶段之间相互作用的可能性的讨论很少。编辑的书《一生中社会互动的认知基础》(2021年)试图缩小这一差距。它结合了涉及不同发展阶段的研究成果,呈现了社会沟通技能的整体发展图景,并考察了一个人一生中社会互动的认知基础。这本书共有九章。第一章由其中一位编辑弗格森(Ferguson)撰写,对整本书进行了介绍。在第2-6章中,作者回顾和总结了从婴儿期到老年期各个发育阶段的研究成果。在第七章和第八章中,作者讨论了自闭症和神经退行性疾病对社会能力的影响。在第9章中,Bradford, De Lillo和Ferguson总结了该领域的研究现状和未来的研究前景。第一章阐明了社会互动的基本概念,并强调了生命周期方法的重要性。然后,Ferguson概述了成功社交的一些经典理论和机制(民间心理学和模拟理论等),并展示了一系列关于这一主题的方法论方法,强调了在整个生命周期中应用这些方法所固有的挑战。第二章介绍了幼儿社会互动发展的关键时期。新生儿和婴儿从出生起就能参与社会互动;因此,社会互动的模式变得越来越复杂。人们经常注意到,婴儿可以区分有生命的和无生命的,并且在社会环境中更喜欢刺激(Legerstee, 1992)。一岁半后,ToM的原始形式出现在婴儿的行为中,他们可能会模仿外部物体与他人的相互作用(Carpenter et al ., 1998)。在两岁时,婴儿获得简单的ToM(或民间心理学)和共同的意向性。从大约四岁开始,孩子们开始发展元表征性ToM。然而,最近的一些研究对这种社会互动的发展模式提出了质疑。在婴儿期,婴儿可能会误解现实并形成错误的信念。根据经验,婴儿是否已经有ToMs的答案是悬而未决的。未来的研究需要更加严谨和科学的方法来研究婴儿期社会互动和认知的发展。在第三章中,Lecce和Devine通过ToM提出了儿童早期和中期社会互动的认知基础,这可能使儿童能够从他人的角度看待自己,从而调整他们的行为和信念。从童年早期到中期,儿童的环境和社会互动发生了巨大的变化。他们的社会互动范围从亲密的家庭成员扩展到同伴和老师(参见。Del Giudice, 2014;Kramer & Kowal, 2005)。作者综合了广泛的文献来评估儿童早期和中期心理理论与社会互动之间的关系。本研究结果表明,ToM与社会互动和社会结果的某些方面有关,这些关系可能受到几个因素的调节,包括儿童本身、环境和社会互动技能。未来的研究应侧重于有意识的社会行为和与伴侣相关的因素对汤姆和社会互动的影响。第四章主要探讨青少年社会认知的发展。青春期是生理和心理发生剧烈变化的时期。这些变化对于社会认知的成熟是必不可少的。青少年社会认知有许多特殊的发展,如面孔感知、心智化、执行功能和情绪调节。恋爱关系和性经历是青少年经历的重要方面。许多学者忽视了青春期是浪漫和性发展的敏感时期(Suleiman et al ., 2017)。 正如Donaldson和Mills所断言的那样,“目前的发展认知文献缺乏一个框架来理解社会认知发展如何有益于青春期的交配心理”。70)在第四章。在这一时期结束时,青少年不再依赖父母,而是接受书评
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Cognitive Basis of Social Interaction Across the Lifespan
Social interactions play a vital role in everyday life . Successful social interaction requires the ability to understand and predict internal events based on the mental states of others (such as intentions, desires, and emotions), which might be dubbed . The ability to understand and predict events in terms of other people’s mental states, such as their intentions, beliefs, emotions, and desires, is termed Theory of Mind [ToM]) . ToM is an indispensable component of the social interaction process . It is generally assumed that social cognition can help us understand ourselves, others, and the surrounding environment (Moskowitz & Olcaysoy Okten, 2017) . However, at present, most publications on social interaction and social cognition focus on a single age-group variable . Discussions on the possibilities of interactions between different developmental stages are rare . The edited book The Cognitive Basis of Social Interaction Across the Lifespan (2021) attempts to close this gap . It combines the research results involving different stages of development, presents the overall developmental landscape of social communication skills, and examines the cognitive basis of social interaction during one’s life cycle . The book comprises nine chapters. The first chapter, by one of the editors, Ferguson, offers an introduction to the whole book . In Chapter 2-6, the authors review and summarise the research findings of various developmental stages from infancy to old age . In Chapter 7 and 8, the authors discuss the influence of autism and neurodegenerative disorders on social abilities . In Chapter 9, Bradford, De Lillo and Ferguson summarise the present findings and future research prospects in this field. Chapter 1 clarifies the basic concepts of social interaction and emphasises the importance of the lifespan approach . Then, Ferguson outlines some classic theories and mechanisms of successful socialising (folk psychology and simulation theory, among others) and showcases a range of methodological approaches to this topic, emphasising the challenges inherent in applying them across the lifespan . Chapter 2 presents critical periods for the development of social interactions in infancy . Neonates and infants can participate in social interactions from birth; thus, the modes of social interaction have become increasingly complex . It is often noted that infants can distinguish between the animate and inanimate and prefer stimuli in the social context (Legerstee, 1992) . After one and a half years, the primordial form of ToM appears in the behaviour of infants, who may imitate the interaction of external objects with others (Carpenter et al ., 1998) . At the age of two, infants acquire simple ToM (or folk psychology) and shared intentionality . From approximately the age of four, children begin to develop meta-representational ToM . However, several recent studies have questioned this developmental model of social interactions . During infancy, babies may misinterpret reality and develop false beliefs . Regarding empirical experience, the answer to whether infants already have ToMs is pendent . Future research will require a more rigorous and scientific way to study the development of social interaction and cognition in infancy . In Chapter 3, Lecce and Devine present the cognitive basis of social interaction in early and mid childhood via ToM, which might enable children to see themselves from the point of view of others and, therefore, adjust their behaviours and beliefs . From early to middle childhood, the environment and social interactions of children change dramatically . The scope of their social interactions expands from intimate family members to peers and teachers (cf . Del Giudice, 2014; Kramer & Kowal, 2005) . The authors synthesise broad literature to assess the relationship between psychological theory and social interaction in early and mid childhood . The results of this study show that ToM is concerned with certain aspects of social interaction and social outcomes and that these relationships may be mediated by several factors, including the children themselves, situations, and social interaction skills . Future research should focus on the impact of intentional social behaviours and factors related to partners on ToM and social interaction . Chapter 4 focuses on the development of social cognition in adolescence . Puberty is a period of drastic physical and psychological change . These changes are essential for the maturation of social cognition . There are many special developments in adolescent social cognition, such as face perception, mentalisation, executive functioning, and emotional regulation . Romantic relationships and sexual experiences are crucial aspects of adolescents’ experiences . Many scholars have overlooked the point that adolescence is a sensitive period of romance and sexual development (Suleiman et al ., 2017) . The “current developmental cognitive literature lacks a framework for understanding how social cognitive development benefits mating psychology during adolescence”, as asserted by Donaldson and Mills (p . 70) in Chapter 4 . At the end of this period, adolescents no longer depend on their parents and instead take on BooK REViEW
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来源期刊
Journal of Psychology in Africa
Journal of Psychology in Africa PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
1.70
自引率
16.70%
发文量
62
期刊介绍: Findings from psychological research in Africa and related regions needs a forum for better dissemination and utilisation in the context of development. Special emphasis is placed on the consideration of African, African-American, Asian, Caribbean, and Hispanic-Latino realities and problems. Contributions should attempt a synthesis of emic and etic methodologies and applications. The Journal of Psychology in Africa includes original articles, review articles, book reviews, commentaries, special issues, case analyses, reports and announcements.
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