Continuity in Social Cognition from Infancy to Childhood

Autor/inn/en	Yamaguchi, Mariko; Kuhlmeier, Valerie A.; Wynn, Karen; vanMarle, Kristy
Titel	Continuity in Social Cognition from Infancy to Childhood
Quelle	In: Developmental Science, 12 (2009) 5, S.746-752 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2008.00813.x
Schlagwörter	Infants; Social Cognition; Cognitive Development; Child Development; Developmental Stages; Young Children; Cognitive Processes; Social Influences; Theories + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Soziale Kognition; Kognitive Entwicklung; Kindesentwicklung; Frühe Kindheit; Cognitive process; Kognitiver Prozess; Sozialer Einfluss; Theory; Theorie
Abstract	Research examining the development of social cognition has largely been divided into two areas: infant perception of intentional agents, and preschoolers' understanding of others' mental states and beliefs (theory of mind). Many researchers have suggested that there is continuity in social cognitive development such that the abilities observed in infancy are related to later preschool ability, yet little empirical evidence exists for this claim. Here, we present preliminary evidence that capacities specific to the social domain contribute to performance in social cognition tasks both during infancy and in early childhood. Specifically, looking time patterns in an infant social cognition task correlated with preschool theory of mind; however, no such relationship was found for infants in a nonsocial cognition task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10