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1 online resource (603 pages) |
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text txt rdacontent |
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computer c rdamedia |
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online resource cr rdacarrier |
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Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Preface -- The Development of Social Cognition and Communication -- Foreword -- I: Language and Cognition -- Section Introduction -- The Functions of Language -- Language and Symbolic Understanding -- Language and Cognitive Flexibility -- Summary -- References -- 1. Cognitive Functions of Language in Early Childhood -- Words and Concepts: Theoretical Issues -- Classic Developmental Views of Language and Thought -- Forming New "Objects-to-Contemplate": Are Concepts Prior to Words? -- Words as Clues to Concepts -- Language as a Tool of Thought -- Words for Expanding the Knowledge Base -- Representing Knowledge Offered by Others -- Conclusion: The Cognitive Functions of Language -- References -- 2. Seeing Objects as Symbols and Symbols as Objects: Language and the Development of Dual Representation -- The Nature of Symbolic Relations -- Icon, Index and Symbol: The Hierarchy of Signs -- Hierarchy of Signs in Language Acquisition -- Hierarchy of Signs in Literacy Acquisition -- Symbolic Understanding and the Duality of Signs -- Seeing Objects as Symbols: The Role of Language -- Language Provides Social Connection -- Language Provides a Means of "Scaffolding" -- Language Provides Cognitive Distance -- Seeing Linguistic Signs as Objects: The Role of Literacy -- Summary and Conclusion -- References -- 3. On the Possible Roots of Cognitive Flexibility -- On the Possible Roots of Cognitive Flexibility -- Measures of Cognitive Flexibility with Conflict -- Deductive Measures of Flexibility -- Inductive Measures of Flexibility -- Summary of Findings with Flexibility Measures -- Labeling Effects on Measure of Cognitive Flexibility -- Labeling Effects on Deductive Measures -- Labeling Effects on Inductive Measures -- Summary of Labeling Effects With Flexibility Measures |
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Socio-Communicative Roots of Cognitive Flexibility -- Conclusions -- References -- II: Intentionality and Communication -- Section Introduction -- Understanding Others' Emotions -- Understanding Others' Actions -- Seeking and Using Others' Advice -- Learning from Others' Conversations -- Regulating Goals -- Summary -- 4. Perceiving Social Affordances: The Development of Emotional Understanding -- Recognition of Emotional Expressions-The Role of Context -- Multimodal Specification as a Context -- Familiar Situations as Contextual Information -- Familiarity of Person as Contextual Information -- Emotional Expressions Portrayed by Mothers -- Emotional Expressions Depicted by Mothers and Fathers -- Generalization of Expressions Portrayed by Familiar Persons -- Conclusions Regarding the Role of Context -- References -- 5. Discerning Intentions: Characterizing the Cognitive System at Play -- Complexity of Action and the Power of Intentional Understanding -- Characterizing the Cognitive System for Discerning Intentions -- Language Processing Writ Large -- Action Parallels to Language Processing -- Emergence of Skill at Discerning Intentions in Dynamic Action? -- Epigenetic Mechanisms for Intentional Understanding? -- Bootstrapping Accounts -- Segmentation in Language Acquisition -- Segmentation in Early Action Processing -- Possible Assistance From Motionese -- Bock to Bootstrapping -- Inferential Abilities Derive the Meaning of Action -- Relations Between Producing and Comprehending Action -- Wrapping Up Regarding Epigenesis -- Cross-Cultural Universality and Diversity? -- Conclusion -- References -- 6. Social Referencing in Infant Motor Action -- Introduction -- Social Referencing -- Knowledge of Self -- Knowledge of Others -- Visual Cliff and Ambiguous Toy and Stranger Paradigms -- The Problem with Previous Paradigms -- Ambiguity |
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Experience and Development -- What Is the Meaning of Infants' Responses? -- Negotiating Risky Motor Tasks -- Implications for Seeking and Using Social Information -- Seeking Social Information -- Using Social Information -- The Development of Social Referencing -- Conclusions -- References -- 7. Is Joint Attention Necessary for Early Language Learning? -- Defining Joint Attention and its Role in Early Language -- Cultural Contexts of Language Learning -- The Importance of Speech Not Addressed to the Child -- Is Joint Attention Necessary for Early Language Learning? -- References -- 8. Attachment, Theory of Mind, and Delay of Gratification -- Introduction -- Attachment and Theory of Mind -- Attachment and Delay of Gratification -- Attachment, Theory of Mind and Future Oriented Decision-Making -- References -- III: Theory of Mind and Pedagogy -- Section Introduction -- Language, Theory of Mind and School Readiness -- Theory of Mind and Understanding the Intentionality of Teaching -- Interpreting Gesture to Facilitate Cognitive Change -- Summary -- 9. Theory Of Mind, Language, and Learning in the Early Years: Developmental Origins of School Readiness -- Theory of Mind and Language -- Theory of Mind, Learning, and Teaching -- Cultural Learning -- Theory of Mind as a Developmental Pathway Towards School Readiness -- Metacognitive Language -- Individual Differences in Theory-of-Mind Development and Readiness for School -- Theory of Mind and Language at the Transition to School -- Early Reading -- Story Narrative -- Scientific Thinking -- Social Competence and Emotional well-Being -- Conclusion: Developmental Origins of Readiness for School -- References -- 10. Teaching and Learning as Intentional Activities -- Differences in Knowledge -- The Intentionality of Teaching -- Types of Teaching and Learning -- No Teaching and Non-Intentional Learning |
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No Teaching and Intentional Learning -- Intentional Teaching and Non-Intentional Learning -- Intentional Teaching and Intentional Learning -- Children's Understanding of Teaching -- Evidence of Children's Awareness of the Knowledge Difference Required for Teaching -- Who Should Be Taught? -- Who Can Teach? -- Teacher's Belief About the Learner's Knowledge -- Evidence for Children's Understanding of Teaching as an Intentional Activity -- Understanding the Critical Role of Intentionality in Teaching -- Understanding the Goals and Means of Teaching -- Conclusion -- References -- 11. Gesture in Social Interactions: A Mechanism for Cognitive Change -- The Role of the Social World in Fostering Cognitive Change -- Gesture Can Tell the World that a Child is Ready to Learn -- Language: The Transition to Two-Word Speech -- Reasoning About Quantities -- Mathematical Equivalence -- Adults Teach Children Differently as a Function of Their Gestures -- Children and Teachers Work Together to Promote Learning-and Use Their Hands to do So -- Gesture and Cognitive Change -- The Listener's Role in Effecting Cognitive Change -- Gesture Can Bring About Change Directly and Indirectly -- The Breadth of the Phenomenon -- References -- IV: Narrative and Autobiographical Memory -- Section Introduction -- Exploring Narrative Meanings -- Talking about the Past -- Memories in Cultural Perspective -- Summary -- 12. Pathways of Narrative Meaning Construction -- Narrative Coherence: Temporal Sequencing or Meaning Construction -- Forms of Narrative Coherence -- Narrative Coherence -- Conversational Coherence -- Performative Coherence -- Multiple Coherences -- Hanna's Story -- How Many Stories did Hanna Tell? -- The Classic Story -- A Structural Story -- An Open Story -- A Reader's Story -- A Joint Story -- An Enacted Story -- Conclusions: Embedded Coherence -- References |
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13. Parent-Child Reminiscing and the Construction of a Subjective Self -- Joint Reminiscing -- Narrative Evaluation -- Mental State Language -- Emotion Talk -- Developing Subjective Perspective -- The Subjective Self: Conclusions and Implications -- References -- 14. Autobiographical Memory in the Developmental Niche: A Cross-Cultural Perspective -- Differences in Long Term Recollections among Adults -- Beliefs about Memories and the Self -- Parental Memory Practices and the Social Settings of Childhood -- Children's Autobiographical Memory Talk -- In Conclusion: The Implications for What Children Remember -- References -- Author Index -- Subject Index |
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For young children, two of the most important tasks they face are learning how to communicate and learning how to think about themselves and the social world around them. The premise of this book is that these two tasks are inherently linked. The communicative routines and language that children learn enable new modes of cognition, which in turn allow for more complex social interactions. The model of early child development that emerges is one in which equal importance is given to the socio-cultural context in which children are developing, and to the role played by children in actively constructing their own knowledge. The book is organized into four thematic sections, each introduced by an integrative overview. The first section, "Language and Cognition," examines the function of language in young children's lives. The second section, "Intentionality and Communication," explores young children's understanding of intentions and their verbal and non-verbal communication. The third section, "Theory of Mind and Pedagogy," examines the ways in which developments in cognitive and communicative skills transform children's participation in the process of teaching and learning. The final section, "Narrative and Autobiographical Memory," looks at the effects of narrative on young children's understanding of themselves and their world. This book will be of great interest to anyone concerned with young children's learning and development |
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Description based on publisher supplied metadata and other sources |
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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries |
| Link |
Print version: Homer, Bruce D. The Development of Social Cognition and Communication
London : Taylor & Francis Group,c2005 9780805843224
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| Subject |
Child psychology -- Congresses.;Cognition in children -- Congresses.;Social perception in children -- Congresses.;Children -- Language -- Congresses.;Philosophy of mind in children -- Congresses
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Electronic books
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| Alt Author |
Tamis-LeMonda, Catherine S
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