The Development of Social Cognition

by Hala, Suzanne

• ISBN13: 9780863774973
• ISBN10: 0863774970
• Format: Hardcover
• Copyright: 1997-07-01
• Publisher: Psychology Pres

Summary

The Development of Social Cognitionpresents a lively, up-to-date examination of both the classical issues and contemporary understanding of theory and research in social cognitive development. The initial chapters highlight one of the central, theoretical tensions in the field, which is whether the development of understanding people is fundamentally different from understanding things. Subsequent chapters are devoted to development across specific areas of social cognition from infancy through to adolescence. The text ends with a comprehensive examination of the development of moral aspects of social cognition.

Table of Contents

List of Contributors	vii
Acknowledgements	viii
PART I Theoretical and conceptual issues
Introduction	3	(32)
Suzanne Hala
Theories of social-cognitive developmene - two perspectives	5	(4)
The beginnings of meaning and communication	9	(3)
Understanding emotions - infancy and beyond	12	(5)
Understanding what people think	17	(3)
Understanding that people are different	20	(3)
The development of morality	23	(4)
Understanding the self	27	(2)
Adjustment difficulties and failure to develop	29	(2)
Acknowledgements	31	(1)
References	32	(3)
An explication of Piaget's constructivism: implications for social cognitive development	35	(30)
Jeremy Carpendale
Piaget's constructivism	36	(7)
Early Piagetian-inspired research on social cognitive development	43	(3)
The role of social factors in Piaget's theory	46	(3)
Extending Piaget's constructivism	49	(4)
Constructivist perspectives on moral development	53	(3)
Constructivism and children's `theories of mind'	56	(3)
Conclusions	59	(1)
Acknowledgements	59	(1)
References	59	(6)
Vygotsky's sociocultural approach: theoretical issues and implications for current research	65	(30)
Charles Fernyhough
Vygotsky's theory	66	(6)
Empirical evidence	72	(9)
Elaborations and extensions	81	(5)
Conclusions	86	(1)
Acknowledgements	87	(1)
Notes	88	(1)
References	88	(7)
PART II Early precursors and beginnings of social and cognitive understanding
The development of meaning in infancy: early communication and understanding people	95	(66)
Fabia Franco
The state of affairs at birth	97	(1)
Communication in the broad sense: from sensorial to affective meanings	98	(10)
Communication as perception of meaning: from affective to pragmatic meanings	108	(12)
Communication as socialization of meaning: from pragmatic to referential meanings	120	(14)
Joint attention, negotiating a common code, internal states: from referential to propositional meanings	134	(11)
Conclusion	145	(1)
Acknowledgements	146	(1)
Notes	146	(2)
References	148	(13)
Infants' understanding of affect	161	(28)
Arlene S. Walker-Andrewsand
Linnea R. Dickson
What is meant by the perception of emotion?	163	(3)
The study of infants' perception of emotion	166	(1)
Sensitivity to information for affect (detection)	167	(3)
Discrimination of facial and vocal expressions	170	(4)
Recognition of facial and vocal expressions	174	(6)
Social referencing	180	(1)
Summary	181	(2)
References	183	(6)
PART III Social cognitive development in childhood and adolescence
All in the mind: children's understanding of mental life	189	(52)
Suzanne Halaand
Jeremy Carpendale
What is a theory-of-mind?	190	(4)
Theoretical explanations	194	(14)
The 3-4 revolution?	208	(11)
The `competent' 3-year-old: implications for theoretical accounts	219	(2)
Later developments in children's theories of mind	221	(8)
Summary	229	(1)
Acknowledgements	230	(1)
Notes	230	(1)
References	231	(10)
Peeling the onion: a multilayered view of children's emotional development	241	(32)
Mita Banerjee
The role of emotion in human development	242	(5)
Phases of emotional development	247	(13)
Culture and context in human development	260	(7)
Conclusion	267	(1)
References	268	(5)
Children's understanding of traits	273	(24)
Nicola Yuill
The traditional story	274	(7)
New approaches	281	(5)
New issues in the study of traits	286	(6)
Acknowledgements	292	(1)
References	293	(4)
Moral development in the broader context of personality	297	(32)
Lawrence J. Walkerand
Karl H. Hennig
Moral development in the context of recognition	299	(5)
Kohlberg's assumptive framework	304	(5)
Moral development in the context of personality	309	(14)
Summary	323	(1)
References	324	(5)
Social cognition and prosocial development	329	(36)
Nancy Eisenberg
Sandra Losoyaand
Ivanna K. Guthrie
Sociocognitive processes and prosocial development	331	(16)
The role of cognitive processes in empathy-related emotional responding	347	(7)
Summary	354	(1)
Acknowledgements	354	(1)
References	354	(11)
What do children and adolescents think about themselves? A developmental account of self-concept	365	(30)
Luis Garcia
Daniel Hartand
Rita Johnson-Ray
Components to the sense of self	367	(4)
Infancy	371	(5)
Childhood	376	(6)
Adolescence	382	(4)
Summary	386	(1)
Notes	387	(1)
References	387	(8)
Author Index	395	(10)
Subject Index	405