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Social cognition
AQA A-level psychology cognition & development year 13
| Term | Definition |
|---|---|
| Social cognition | Mental processes which occur when we engage in social interactions |
| Perspective-taking | Ability to appreciate something from the point of view of others, this underlies normal social interactions |
| Selman's levels of perspective-taking theory | Social perspective-taking is domain-specific (rather than Piaget's domain general approach) & is based on maturity & social environment |
| Selman (1971): Holly climbing tree - procedure | 30 boys 30 girls; 20 aged 4, 20 aged 5, 20 aged 6. Told story of Holly climbing tree to rescue friend's cat after being banned. Asked to describe how each person felt in various scenarios |
| Selman (1971): Holly climbing tree - findings | A number of distinct levels of role-taking |
| Piaget's stages: Stage 0 | (3-6 years) socially egocentric - child cannot distinguish between their own emotions & those of others nor describe the emotional state of others |
| Piaget's stages: Stage 1 | (6-8 years) social information role-taking - child can distinguish between their own perspective & those of others but can only focus on 1 at a time |
| Piaget's stages: Stage 2 | (8-10 years) self-reflective role-taking - child can explain the position of another & appreciate their perspective but can still only appreciate 1 perspective at a time |
| Piaget's stages: Stage 3 | (10-12 years) mutual role-taking - child can consider multiple viewpoints at the same time |
| Piaget's stages: Stage 4 | (12+ years) social & conventional system role-taking - child recognises that just understanding the viewpoint of another isn't enough for people to agree. Social conventions are needed to keep order |
| Gurucharri & Selman (1982): same study but longitudinal | followed up on children in original study to see if perspective-taking abilities improved, which they did with age & not just due to individual differences |
| Strength of Selman's research: real world application | Helps understand atypical development. Marton et al. (2009), compared 8-12-year-olds with ADHD to control & found they performed worse at perspective-taking & understanding consequences. This helps supports people with atypical development |
| Weakness of Selman's research: Correlational research | Research demonstrates correlation not causation, just because perspective-taking correlates with age doesn't mean it develops from maturity |
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