Child Psychology

Social Cognition and the Acquisition of Self by Michael Lewis

By Michael Lewis

It is usually enlightening to inquire in regards to the origins of a examine en­ deavor or a specific theoretical strategy. starting with the observa­ tion of the psychological lifetime of the child in 1962, Michael Lewis has contrib­ uted to the swap within the view of the newborn as an insensate mass of misunderstanding to a fancy and highbrow being. an individual lucky adequate to have participated within the infancy study of the Sixties is familiar with how intriguing it used to be to have chanced on during this small creature the sort of complete and complicated organism. extra vital to the origins of this paintings was once the belief of the newborn as an interactive, no longer a reactive, organism, and as person who stimulated its social atmosphere and built its cogni­ tive existence, no longer one that simply passively acquired details. different parts of psychology had already all started to conceptualize the organism as lively and interactive, even whereas developmental psychologists nonetheless clung to both easy studying paradigms, social reinforcement theories, or reflex­ ive theories. even supposing Piaget had proposed an intricate interactive idea, it used to be no longer till the overdue Nineteen Sixties that his ideals have been totally im­ plemented into developmental conception and perform. A concurrent pattern was once the rise of outrage with mother-infant interactions (Ainsworth, 1969; Bowlby, 1969; Goldberg & Lewis, 1969; Lewis & Goldberg, 1969) which supplied the impetus for the examine of social and emotional in addition to cognitive development.

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Extra resources for Social Cognition and the Acquisition of Self

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Do not mention the child's nose or the rouge. I will then leave the room and go to the observation window. I will knock on the window three or four times. Each time, try to get your child to look at himself in the mirror. Again, do not mention the child's nose or the rouge and do not sit where your image would reflect in the mirror. After your infant has observed himself, I will come back into the room and apply rouge to your nose. Then I will leave and knock two different times on the observation window.

Although the instructions for the mirror procedure were lengthy, the mothers, in general, were able to follow them. Confusion was evident only in the last condition, as approximately 5% of the mothers did not complete it. Mothers did not mention the rouge or the nose in the first three conditions, although they were less careful in the last condition. After the infants touched or pointed to their mothers' noses, many 32 CHAPTER 2 of the mothers could not refrain from talking about the rouge. However, as will be seen, maternal vocalizations about the rouge did not seem to influence the child's behavior.

Fourteen percent of the mothers had attended graduate school, 40% had an undergraduate degree, 24% had attended but not graduated from college, and 21% had no college experience. Socioeconomic status of the family (as determined by father's occupation and education, Hollingshead, 1957) was also high: 34% of the families were in Class 1,43% in Class II, 16% in Class III, and 7% in Class IV. Approximately half of the infants were firstborn and half later-born. 44 m piece of plywood. The entire structure fit between two walls and formed a triangle with the walls and corner of the room.

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