Understanding Common Developmental Timetables across Cultures from a Developmental Systems Perspective

Carpendale, Jeremy I. M.; Wereha, Tyler J.

doi:10.1159/000351276

Cited by 6 publications

(2 citation statements)

References 17 publications

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“…We believe that pointing and requests of various forms would develop given typical human ways of living, which includes others responding to infants [Carpendale & Wereha, 2013]. If these conditions were not present then such gestures would not develop.…”

Section: Pointing From a Relational Developmental Systems Perspectivementioning

confidence: 93%

“…Some of these social activities will vary somewhat across families and cultures, but social acts are part of being human and some action patterns are likely to be common across cultures due to the nature of human physical embodiment [Canfield, 1995[Canfield, , 2007Carpendale & Racine, 2011;Carpendale & Wereha, 2013;Saari, 2004;Wittgenstein, 1953Wittgenstein, /2009. For example, requesting seems to be a social act that would be expected to emerge across cultures given the nature of human infants' physical embodiment.…”

Section: The Relational Worldviewmentioning

confidence: 99%

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Meaning and Mind from the Perspective of Dualist versus Relational Worldviews: Implications for the Development of Pointing Gestures

Carpendale¹,

Atwood²,

Kettner³

2013

Human Development

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Worldviews consist of preconceptions about the nature of mind, knowledge, and meaning, and these assumptions influence theorizing about human development and the interpretation of research. We outline two contrasting worldviews - dualist versus relational - and explicate the implications of such preconceptions for studying the development of pointing gestures. Pointing is a pivotal social skill that is an aspect of social understanding, as well as a foundational form of interaction for language. In studying the development of pointing it is possible to observe how infants develop the social skills required to convey meaning in human ways. Thus, this is an area in which to examine the nature and development of meaning, and an adequate conception of meaning is necessary for theories of language and cognition. We argue that dualist approaches have problems that can be avoided by adopting a relational worldview and the relational developmental systems framework that follows from it, which we suggest is a fruitful approach to theorizing about human development.

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Section: Pointing From a Relational Developmental Systems Perspectivementioning

confidence: 93%

Section: The Relational Worldviewmentioning

confidence: 99%

Meaning and Mind from the Perspective of Dualist versus Relational Worldviews: Implications for the Development of Pointing Gestures

Carpendale¹,

Atwood²,

Kettner³

2013

Human Development

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The Development of Social Understanding

Carpendale

Lewis

2015

Handbook of Child Psychology and Developmental Science

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Understanding others is an essential aspect of being human. We review research and theory on the development of a range of skills constituting social understanding beginning in infancy with gaze‐following and gestures such as pointing. Given the importance attributed to false belief understanding in preschoolers, we review accounts of this development as well as criticism of these theories. Such debates now extend to current claims that even infants understand others' false beliefs, raising questions about preconceptions of the nature and origins of social awareness. The later developing social skills we turn to next remain relatively neglected in this literature. We discuss contributions from neuroscience for understanding social cognitive development such as neuroimaging and research on mirror neurons. There are many links between social cognition and children's social relations and, in particular, we focus on the key role of language in social cognitive development. We also review ways in which social understanding may influence social conduct and this is linked to the issues of trust and deception, as well as cooperation and moral development. Throughout, we highlight ways that research traditions are influenced by worldviews or preconceptions about the nature of mind, meaning, and knowledge, and emphasize the interconnections between social understanding and all other aspects of human life.

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Action-based versus cognitivist perspectives on socio-cognitive development: culture, language and social experience within the two paradigms

Mirski

Gut

2018

Synthese

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Contemporary research on mindreading or theory of mind has resulted in three major findings: (1) There is a difference in the age of passing of the elicited-response false belief task and its spontaneous-response version; 15-month-olds pass the latter while the former is passed only by 4-year-olds (in the West). (2) Linguistic and social factors influence the development of the ability to mindread in many ways. (3) There are cultures with folk psychologies significantly different from the Western one, and children from such cultures tend to show different timetables of mindreading development. The traditional accounts of the data are nativism, rational constructivism, and two-systems theory. In this paper, we offer criticism of these traditional cognitivist accounts and explore an alternative, action-based framework. We argue that even though they all seem to explain the above empirical data, there are other, theoretical reasons why their explanations are untenable. Specifically, we discuss the problem of foundationalism and the related problem of innateness. Finally, we explore an alternative, action-based framework that avoids these theoretical limitations and offer an interpretation of the empirical data from that perspective.

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Understanding Common Developmental Timetables across Cultures from a Developmental Systems Perspective

Cited by 6 publications

References 17 publications

Meaning and Mind from the Perspective of Dualist versus Relational Worldviews: Implications for the Development of Pointing Gestures

Meaning and Mind from the Perspective of Dualist versus Relational Worldviews: Implications for the Development of Pointing Gestures

The Development of Social Understanding

Action-based versus cognitivist perspectives on socio-cognitive development: culture, language and social experience within the two paradigms

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