scholarly journals Sharing Experiences in Infancy: From Primary Intersubjectivity to Shared Intentionality

2021 ◽  
Vol 12 ◽  
Author(s):  
Henrike Moll ◽  
Ellyn Pueschel ◽  
Qianhui Ni ◽  
Alexandra Little
Keyword(s):  
Joint Attention ◽  
Social Cognitive ◽  
Empirical Work ◽  
Social Referencing ◽  
Social Emotional ◽  
Shared Intentionality ◽  
Face To Face ◽  
Relational Capacity ◽  
Young Infants ◽  
Collaborative Activities

We contrast two theses that make different assumptions about the developmental onset of human-unique sociality. The primary intersubjectivity thesis (PIT) argues that humans relate to each other in distinct ways from the beginning of life, as is shown by newborns' participation in face-to-face encounters or “primary intersubjectivity.” According to this thesis, humans' innate relational capacity is the seedbed from which all subsequent social-emotional and social-cognitive developments continuously emerge. The shared intentionality thesis (SIT) states that human-unique forms of interaction develop at 9–12 months of age, when infants put their heads together with others in acts of object-focused joint attention and simple collaborative activities. According to this thesis, human-unique cognition emerges rapidly with the advent of mind-reading capacities that evolved specifically for the purpose of coordination. In this paper, we first contrast the two theses and then sketch the outlines of an account that unifies their strengths. This unified account endorses the PIT's recognition of the fundamental importance of primary intersubjectivity. Any act of sharing experiences is founded on the communicative capacity that is already displayed by young infants in primary intersubjectivity. At the same time, we question the PIT's interpretation that dyadic encounters have the triadic structure of joint attention. Lastly, we draw on empirical work on the development of joint attention, imitation, and social referencing that serves as evidence that primary intersubjectivity continuously unfolds into the capacity for triadic joint attention.

Joint attention and disorganized attachment status in infants at risk

2002 ◽  
Vol 14 (2) ◽  
pp. 279-291 ◽  
Author(s):  
ANGELIKA H. CLAUSSEN ◽  
PETER C. MUNDY ◽  
SANGEETA A. MALLIK ◽  
JENNIFER C. WILLOUGHBY
Keyword(s):  
At Risk ◽  
Joint Attention ◽  
Significant Contribution ◽  
Social Cognitive ◽  
Disorganized Attachment ◽  
Group Differences ◽  
Social Emotional ◽  
Attention Skills ◽  
Emotional Outcomes ◽  
Status Theory

The development of joint attention skills is a major milestone of infancy. Recent research suggests that the development of these skills may be affected by disorganized (D) attachment. This hypothesis was examined in a longitudinal study of attachment and joint attention skill development in a sample of infants at risk for developmental–behavioral morbidity. The results revealed that toddlers with D classifications initiated joint attention with an experimenter significantly less often than did secure, or even other insecure, toddlers. However, no group differences in the capacity to respond to the joint attention bids of others were observed in this study. These data suggest that a disturbance in the tendency to initiate episodes of joint attention with others may be indicative of early social–cognitive and social–emotional disturbance among infants affected by disorganized attachment status. Theory and research is reviewed to suggest that an early impairment in joint attention facility may make a significant contribution to risk for negative cognitive and emotional outcomes among these infants.

How is the moral stance related to the intentional stance and group thinking?

2020 ◽  
Vol 43 ◽  
Author(s):  
Hannes Rakoczy
Keyword(s):  
Natural History ◽  
Social Cognitive ◽  
Intentional Stance ◽  
Cognitive Capacities ◽  
Shared Intentionality ◽  
History Of ◽  
Group Thinking ◽  
Moral Stance

Abstract The natural history of our moral stance told here in this commentary reveals the close nexus of morality and basic social-cognitive capacities. Big mysteries about morality thus transform into smaller and more manageable ones. Here, I raise questions regarding the conceptual, ontogenetic, and evolutionary relations of the moral stance to the intentional and group stances and to shared intentionality.

The Social Consequences of Phubbing

2020 ◽  
pp. 157-174 ◽  
Author(s):  
Mariek Vanden Abeele
Keyword(s):  
Literature Review ◽  
Social Relationships ◽  
Empirical Work ◽  
Social Consequences ◽  
Future Research ◽  
Expectancy Violations ◽  
Face To Face ◽  
Comprehensive Literature Review ◽  
The Social

Recent empirical work suggests that phubbing, a term used to describe the practice of snubbing someone with a phone during a face-to-face social interaction, harms the quality of social relationships. Based on a comprehensive literature review, this chapter presents a framework that integrates three concurrent mechanisms that explain the relational impact of phubbing: expectancy violations, ostracism, and attentional conflict. Based on this framework, theoretically grounded propositions are formulated that may serve as guidelines for future research on these mechanisms, the conditions under which they operate, and a number of potential issues that need to be considered to further validate and extend the framework.

Examining Racial Discrimination’s Association With Depressive Symptoms Through Metadehumanization Among African Americans: Does Racial Identity Matter?

2020 ◽  
pp. 009579842098366
Author(s):  
Yara Mekawi ◽  
Natalie N. Watson-Singleton
Keyword(s):  
Depressive Symptoms ◽  
Racial Identity ◽  
African Americans ◽  
Racial Discrimination ◽  
Indirect Effect ◽  
Social Cognitive ◽  
Empirical Work ◽  
The United States ◽  
Racial Groups ◽  
Social Cognitive Theories

Though considerable empirical work has documented the ways in which African Americans are dehumanized by other racial groups, there is no research examining how perceiving dehumanization (i.e., metadehumanization) is associated with the mental health of African Americans. In this study, we examined the indirect effect of racial discrimination on depressive symptoms through metadehumanization and explored whether this indirect effect was contingent on racial identity (i.e., centrality, private regard). African American students completed measures in a university lab located in the Midwestern region of the United States ( N = 326; Mage = 19.7, 72.4% women). We found that the degree to which racial discrimination was indirectly associated with depressive symptoms through metadehumanization was contingent on racial identity dimensions. Specifically, the indirect effect of racial discrimination on depressive symptoms through metadehumanization was only significant for individuals who were relatively higher on centrality and private regard. This research suggests that the role of metadehumanization is stronger among African Americans who strongly identify with and have positive views of their racial group. We discuss these results in the context of social cognitive theories.

Cyber Victimization in High School: Measurement, Overlap With Face-to-Face Victimization, and Associations With Social–Emotional Outcomes

2017 ◽  
Vol 46 (3) ◽  
pp. 288-303 ◽  
Author(s):  
Christina Flynn Brown ◽  
Michelle Kilpatrick Demaray ◽  
Jaclyn E. Tennant ◽  
Lyndsay N. Jenkins
Keyword(s):  
High School ◽  
Cyber Victimization ◽  
Social Emotional ◽  
Face To Face ◽  
Emotional Outcomes ◽  
Social Emotional Outcomes

scholarly journals Chapter 9 - Theory of Mind and Joint Attention - The Handbook on Socially Interactive Agents

2021 ◽  
Author(s):  
Jairo Pérez-Osorio ◽  
Eva Wiese ◽  
Agnieszka Wykowska
Keyword(s):  
Theory Of Mind ◽  
Joint Attention ◽  
Cognitive Neuroscience ◽  
Computational Models ◽  
Social Cognitive ◽  
Virtual Agents ◽  
Artificial Agents ◽  
Future Directions ◽  
Social Cognitive Neuroscience ◽  
Intelligent Virtual Agents

The present chapter provides an overview from the perspective of social cognitive neuroscience (SCN) regarding theory of mind (ToM) and joint attention (JA) as crucial mechanisms of social cognition and discusses how these mechanisms have been investigated in social interaction with artificial agents. In the final sections, the chapter reviews computational models of ToM and JA in social robots (SRs) and intelligent virtual agents (IVAs) and discusses the current challenges and future directions.

scholarly journals Making the World Behave: A New Embodied Account on Mobile Paradigm

2021 ◽  
Vol 15 ◽  
Author(s):  
Umay Sen ◽  
Gustaf Gredebäck
Keyword(s):  
Visual Information ◽  
Motor Behavior ◽  
Empirical Work ◽  
Dorsal Stream ◽  
Embodied Experience ◽  
Learning Mechanisms ◽  
Distributed Information ◽  
Young Infants ◽  
The World ◽  
Sensorimotor Contingencies

In this review article, we describe the mobile paradigm, a method used for more than 50 years to assess how infants learn and remember sensorimotor contingencies. The literature on the mobile paradigm demonstrates that infants below 6 months of age can remember the learning environment weeks after when reminded periodically and integrate temporally distributed information across modalities. The latter ability is only possible if events occur within a temporal window of a few days, and the width of this required window changes as a function of age. A major critique of these conclusions is that the majority of this literature has neglected the embodied experience, such that motor behavior was considered an equivalent developmental substitute for verbal behavior. Over recent years, simulation and empirical work have highlighted the sensorimotor aspect and opened up a discussion for possible learning mechanisms and variability in motor preferences of young infants. In line with this recent direction, we present a new embodied account on the mobile paradigm which argues that learning sensorimotor contingencies is a core feature of development forming the basis for active exploration of the world and body. In addition to better explaining recent findings, this new framework aims to replace the dis-embodied approach to the mobile paradigm with a new understanding that focuses on variance and representations grounded in sensorimotor experience. Finally, we discuss a potential role for the dorsal stream which might be responsible for guiding action according to visual information, while infants learn sensorimotor contingencies in the mobile paradigm.

Online Behavior of the Social Media Student

2013 ◽  
pp. 161-176
Author(s):  
Alan J. Reid ◽  
Kate Prudchenko
Keyword(s):  
Social Media ◽  
Social Presence ◽  
Social Cognitive ◽  
Online Behavior ◽  
Post Secondary ◽  
Face To Face ◽  
The Social ◽  
Use Of Social Media ◽  
Social Cognitive Theories ◽  
Digital Identities

A survey of 100 undergraduates and 30 post-secondary faculty members was conducted in order to examine the current attitudes and perceptions of both groups toward the integration of social media sites such as Facebook and Twitter in education. Results indicate that both parties are willing to incorporate these social media sites into academics but caution that digital identities are not necessarily representative of face-to-face behavior, thus suggesting the need for an awareness of social presence for online interaction between students and faculty. Social cognitive theories are applied to the use of social media as an instructional tool and a set of best practices for implementing social media in academics is proposed.

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