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Developmental pathways for social understanding: linking social cognition to social contexts

Contemporary research, often with looking-time tasks, reveals that infants possess foundational understandings of their social worlds. However, few studies have examined how these early social cognitions relate to the child’s social interactions and behavior in early development. Does an early under...

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Detalles Bibliográficos
Autores principales: Brink, Kimberly A., Lane, Jonathan D., Wellman, Henry M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4447997/
https://www.ncbi.nlm.nih.gov/pubmed/26074859
http://dx.doi.org/10.3389/fpsyg.2015.00719
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author Brink, Kimberly A.
Lane, Jonathan D.
Wellman, Henry M.
author_facet Brink, Kimberly A.
Lane, Jonathan D.
Wellman, Henry M.
author_sort Brink, Kimberly A.
collection PubMed
description Contemporary research, often with looking-time tasks, reveals that infants possess foundational understandings of their social worlds. However, few studies have examined how these early social cognitions relate to the child’s social interactions and behavior in early development. Does an early understanding of the social world relate to how an infant interacts with his or her parents? Do early social interactions along with social-cognitive understandings in infancy predict later preschool social competencies? In the current paper, we propose a theory in which children’s later social behaviors and their understanding of the social world depend on the integration of early social understanding and experiences in infancy. We review several of our studies, as well as other research, that directly examine the pathways between these competencies to support a hypothesized network of relations between social-cognitive development and social-interactive behaviors in the development from infancy to childhood. In total, these findings reveal differences in infant social competences that both track the developmental trajectory of infants’ understanding of people over the first years of life and provide external validation for the large body of social-cognitive findings emerging from laboratory looking-time paradigms.
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spelling pubmed-44479972015-06-12 Developmental pathways for social understanding: linking social cognition to social contexts Brink, Kimberly A. Lane, Jonathan D. Wellman, Henry M. Front Psychol Psychology Contemporary research, often with looking-time tasks, reveals that infants possess foundational understandings of their social worlds. However, few studies have examined how these early social cognitions relate to the child’s social interactions and behavior in early development. Does an early understanding of the social world relate to how an infant interacts with his or her parents? Do early social interactions along with social-cognitive understandings in infancy predict later preschool social competencies? In the current paper, we propose a theory in which children’s later social behaviors and their understanding of the social world depend on the integration of early social understanding and experiences in infancy. We review several of our studies, as well as other research, that directly examine the pathways between these competencies to support a hypothesized network of relations between social-cognitive development and social-interactive behaviors in the development from infancy to childhood. In total, these findings reveal differences in infant social competences that both track the developmental trajectory of infants’ understanding of people over the first years of life and provide external validation for the large body of social-cognitive findings emerging from laboratory looking-time paradigms. Frontiers Media S.A. 2015-05-29 /pmc/articles/PMC4447997/ /pubmed/26074859 http://dx.doi.org/10.3389/fpsyg.2015.00719 Text en Copyright © 2015 Brink, Lane and Wellman. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Brink, Kimberly A.
Lane, Jonathan D.
Wellman, Henry M.
Developmental pathways for social understanding: linking social cognition to social contexts
title Developmental pathways for social understanding: linking social cognition to social contexts
title_full Developmental pathways for social understanding: linking social cognition to social contexts
title_fullStr Developmental pathways for social understanding: linking social cognition to social contexts
title_full_unstemmed Developmental pathways for social understanding: linking social cognition to social contexts
title_short Developmental pathways for social understanding: linking social cognition to social contexts
title_sort developmental pathways for social understanding: linking social cognition to social contexts
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4447997/
https://www.ncbi.nlm.nih.gov/pubmed/26074859
http://dx.doi.org/10.3389/fpsyg.2015.00719
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