1st Edition
Early Social Cognition Understanding Others in the First Months of Life
Edited By Philippe Rochat
Copyright 1999
352 Pages
by
Psychology Press
352 Pages
by
Psychology Press
352 Pages
by
Psychology Press
Also available as eBook on:
In recent years, much stimulating research has emerged on children's theories of mind, construed as the understanding of others' intentions, beliefs, and desires. In this context, there is a renewed interest in the developmental origins of social cognition. This book is an expression of this new interest, assembling current conceptualizations and research on the precursors of joint engagement,... Read more
Contents: Preface. Part I: Origins of Social Cognition. P. Rochat, T. Striano, Social-Cognitive Development in the First Year. E.M. Blass, The Ontogeny of Human Infant Face Recognition: Orogustatory, Visual, and Social Influences. D.N. Stern, Vitality Contours: The Temporal Contour of Feelings as a Basic Unit for Constructing the Infant's Social Experience. M. Lewis, Social Cognition and the Self. Part II: Early Sensitivity to Social Contingencies. G. Gergely, J.S. Watson, Early Socio-Emotional Development: Contingency Perception and the Social-Biofeedback Model. A.E. Bigelow, Infants' Sensitivity to Imperfect Contingency in Social Interaction. D. Muir, S. Hains, Young Infants' Perception of Adult Intentionality: Adult Contingency and Eye Direction. J. Nadel, H. Tremblay-Leveau, Early Perception of Social Contingencies and Interpersonal Intentionality: Dyadic and Triadic Paradigms. Part III: Early Monitoring of Others. D.A. Baldwin, J.A. Baird, Action Analysis: A Gateway to Intentional Inference. C. Moore, Gaze Following and the Control of Attention. D. Poulin-Dubois, Infants' Distinction Between Animate and Inanimate Objects: The Origins of Naive Psychology. L.B. Adamson, C.L. Russell, Emotion Regulation and the Emergence of Joint Attention. Part IV: Commentary. M. Tomasello, Social Cognition Before the Revolution.
Biography
Philippe Rochat
"I used portions of this book successfully in courses on the development of social cognition that included both advanced undergraduate students and graduate students. The students found the readings engaging. More importantly, the chapters left the students not with the feeling that everything interesting has been done, but rather with the feeling that there [is] much left to figure out. Inspiring students is certainly an important pedagogical goal, and my students and I found this book generative."
—Infant and Child Development
