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Lecture

PSY100H1 Lecture Notes - Joint Attention, Episodic Memory


Department
Psychology
Course Code
PSY100H1
Professor
Romin Tafarodi

Page:
of 5
Self-Consciousness Lecture 4 31/01/2013 21:01:00
Facebook group: contact
david.fishbayn@mail.utoronto.ca
Development
[ex] Hollywood – addresses cultural anxiety
oOur cultural anxiety: seeming breach between ourselves as
infants and toddlers and ourselves as adulthood
failed memory recall before the age of 3
we live in this underlying discontinuity, but we still
know that we were infants and toddlers once. We
accept these facts
oHollywood creates talking babies – binds that breach, help us
feel that babies are just like us
oDisney also does this by bringing us talking animals with
human-like emotions
How do we go from infants to adults? What needs to happen to make
this possible?
We can’t access this because they (infants) can’t talk to us
We understand younger kids mainly because of context
We want to understand these entities nonetheless
o“I want to know what it is like for a bat to be a bat. Yet if I try
to imagine this. I am restricted to the resources of my own
mind, and those resources are inadequate to the task. I
cannot perform it either by imagining additions to my present
experience, or by imagining segments gradually subtracted
from it, or by imagining some combination of additions,
subtractions, and modifications.” – Nagel (1974)
Recognition that our identity depends on our bodies
oSome spiritual identity – the horror is that if you take away
my body, which is the vehicle of the thoughts and feelings,
then I will no longer feel like myself ‘
o why these art, literature, and Hollywood help, to help us
understand
oNone of these creatures are supposed to talk to us
Development of self-awareness
28 weeks of developing in terms of neural circuits – a lot going on
in terms accelerated maturation, but in terms of self-awareness:
there is a lot going on in terms of the wider locus in the
environment
needs to take into account of relationships – not only developing
with others, but also through others
infants can mimic tongue protrusion, but they can also imitate the
direction of the tongue
onot yet crawling (which happens between 7-11 months)
ophysical learning is accompanied by language acquisition
Challenge for the researchers:
2,3 year-old: use language as mirror of self-awareness, before that,
can only use behavior as signals of self-awareness development
Parents will look at the child, and decide on what they perceive as
what the child’s needs and wants are, and then make assumptive
response – and the child learn to imitate back, but it’s not simply
the case that learning to fitted emotions production because the
child has what the parents do not – the child actually feels
something
ointernal/external kind of congruence
othe child would try to make sense of his/her internal state and
the parent’s feedback
oseeing emotions as reflective
Can rapture this interaction through [ex] space/time paradigm and
not allow the child to read the parents’ response – an asynchronous
response of the parents
oCan sooth the child by videos
o[method] Rapture this by having the parents image (dressing
in the same clothes) from a day before
The child then becomes upset and cry
  child has the need to achieve an emotional
regulation. The infant can’t do this on his/her own.
Thus, when the emotional balance assistance is not
completely synchronized, the child becomes upset
Another example: depression in mothers
oThe parents not providing the emotional support because they
can’t
oTherefore the infant feels uncomfortable – and this is also
why the infants of depressed mothers cry so much
Distinction between primary subjectivity and the allegedly one
(secondary)
othe big change, shift of dyad becoming triad with the
introduction of objects
heuristic value of the mother holding for their infants –
what sense is my mother making out of this, how do I
respond to this
  social referencing – the outside world is
meaningful insofar as other people, especially the
mother, in terms of the experiential aspects of new
objects interaction
oJoint attention – the child direct the parent’s attention to
something that he/she is focusing on, or the other way
around. This is why the parent would draw the child’s
attention from towards them (the parent) to the object by
using sounds and other stimuli
Why is this significant for self-consciousness?
Some sort of communality to shape out reality – philosophically,
this may be the closest we can get to reality
Big part of the reality between the child and their reality is other
people.
Once they hit the crawling stage, the child is no longer held hostage
through people’s arms and laps.
o[ex] double touching sensation – touching own arm: the
feeling of the arm and the reception from the fingers
oin addition to experiencing his or her own body, the body is
being understood as an object of the space than other people
can experience, including the parents
o the social objectification of the self, and then it
becomes of value after 2, 3 year-old with the help of
language acquisition
othe child is not understanding of his/herself as the moral
bureaucracy as an entity (Charles Taylor)
[ex] if you are asked to tell a story, you would refer
many forms of positioning against the good/bad, the
locations, and temporal sense
  legitimately to say that we are constantly positioned
in a moral space all the time the moral typography(?)
a narrative identity – not just a form of identity,
but it is identity in adulthood