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Lecture 12

Lecture 12.docx

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University of Toronto Scarborough
David Haley

Lecture 12: Review 27/11/2012 Goeth’s metamorphosis of plants and animals - Expansion  Novelty seeking  Recognizing and identifying with others  Understanding others - Contraction  Routines, stories, rituals  Stabilization of identity - Challenges  Threats to self - Relationships determine whether there is contraction and expansion and help in achieving an optimal balance Social dev: The problem of intersubjectivity - Grew out of the mind – body problem to mind-mind (between two ppl consciousness) - Never able to bridge the concept of two ppl - There is a boundary  always have to keep something in reserve - Hagel: A struggle to get recognition from another person – that the eternal struggle between two ppl to get recognition meant that it will always be a battle  never an emerging of 2 ppls consciousness - Problem of why does this not happen all the time - Can assert that humans to have consciousness they need to be recognized by another person and this recognition gives them an ability to grow and develop and what ppl are constantly seeking  Hagel - Creates a challenge in forming moments of intersubjectivity because the moment you do not get recognized then all of a sudden it cascades and the person who is not recognized does not provide recognition to the other person  take away from any potential for there to be intersubjectivity - Intersubjectivity, speculation and bias  We have to be accurate when trying to recognize  Ability to theorize what is going on in someone else’s head there are a lot of speculation and will use info that may not be relevant to making that theory about them Social development: relationship-biological approach - We are not alone  Hardwired - Where you learn to read ppls emotional states, differentiate your own emotional biases from what you see out there comes back to the early relationships you have - Relationships regulate our social brain development  Regulating functions replicate Social biofeedback model - Infant  Hardwired to detect contingency  Forms expectations/probability rules  Develops sense of agency and control - Parent  Responds contingently to infant behaviour Social synchrony - Ideally the earlier interactions map on to the later interactions - Early interaction provide a regulatory function for you biological development - Question asked is once someone gets older, is the larger social interactions (social synchrony’s) are they regulating your bio in the same way the parent was regulating infants biology - Parents regulate relationships but also when it comes to the task of theory of mind and accuracy at reading other ppl, that the relationship provides a de-coupling (way to create a source of regulation in how you may change your view in a given situation) between your own reactions and the circumstances that elicit those feelings  E.g. Still-face procedure  Parent ignores the child then doesn’t the child still has that feeling Review (Final)  Cumulative - Chapter 1 - Chapter 2*: a lot of methodology; have to be able to come up with reasonable designs -- . Picks things that will answer questions to write about in a n open form; how to design a study - Chapter 3-4, - Chapter 5* - Ape genius included - Chapter 6-8 - Chapter 10-12 - Chapter 13* (policy; extra credit question) - Chapter 14* (read chapter 14 with chapter 1) - Chapter 3  Biological preparedness  Biological rhythms predict our social rhythms and acquisition of biological skills are learned through social interactions  Biological rhythms help us deal with learning how to become coordinated; the social dance of human interaction and exact timing of events  Because biological rhythms operate on a clock they teach social rhythms work on a clock to help ppl to coordinate complex behaviours  Prenatally a lot of learning going on  Auditory preparedness for social interaction – well developed before birth o Prefer motheress (baby talk) o Prefer high pitch and exaggerated o Contours o Become attuned to native language by 9 months o There is a critical period when babies show preferences and seems to be involved with their rapid acquisition  Social dev: Dyadic regulation  Other directed regulatory behaviour o The caretaker reads the infants affective displays and uses the info to facilitate the infant’s goal-directed activities. The caregiver helps the infants emotional state  Self-directed regulatory behaviour o A coping behaviour used by an infant to shift away from a disturbing event and substitute a negative for a positive stimulus --, looking away, thumb sucking, self-stimulations/comforting  Don’t want to have one dominating the other  S
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