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Self - concept child development
Essays on ‘Theory of Mind and its significance for psychological development’
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Theory of mind is a child’s ability to understand mental states of not only of themselves but also of others, generally preschoolers take time to develop this but once they do they are able to conduct a variety of functions and see outside of their own perspectives. In the study, conducted by Slaughter, Peterson, and Moore they looked at the relationship between theory of mind (ToM) and persuasive abilities of young children, ages 3 to 8. Researchers hypothesized that there would be a positive correlation between the relationship between theory of mind and persuasive abilities and conducted what they called the peer persuasion task to determine children’s ability to persuade a peer like puppet named Matty into getting him to eat a raw piece of broccoli and brush his teeth (Slaughter, Peterson, & Moore, 2013).
In this task experimenters used the puppet who argued that eating broccoli and brushing his teeth, due to the tooth paste, was yucky and refused to do so, experimenters then encouraged children to do their best to generate a persuasive argument after each refusal, of which the puppet refused three times for each task before finally committing to the act. This process allowed children who had not given up or run out of ideas beforehand the opportunity to continue generating more persuasive arguments. With the tasks, experimenters also used motivation versus altruistic variables to see if it changed the way the child tried to persuade the puppet. The child was told that they would either gain a sticker if they got the puppet to complete the task (motivation) or (altruistic) that Matty would gain a sticker once he completed the task (Slaughter et al., 2013).
Researchers decided to score children based on the way they persuaded the puppet which were categorized into 4 groups and scored 3 ways: Simple injunction or query, shoving into mouth or commanding, which
Jean Piaget became fascinated with the reasons behind why children cannot correctly answer questions that require logical thinking. Piaget was the first psychologist to conduct an organized study of the intellectual advancement in children. Before Piaget’s study, many believed children were merely less efficient thinkers than adults. Due to his study, however, Piaget proved children think in remarkably different ways than adults. Children are born with a very primitive mental complex that is genetically inherited and learned on which all the following knowledge and learning is based (McLeod, 2015).
In the article entitled, “An investigation of first-order false belief understanding of children with congenital profound visual impairment,” a detailed look at the development of ToM was performed. Theory of mind (ToM) is defined “as the ability to impute mental states to others and to interpret and predict behavior in terms of those mental states” (Green 1). In order to examine ToM, the study performed a series of false belief tests. False belief can also be explained as misunderstanding which connected to false reasoning. In the case of the children in this study, the false belief would be if they can correctly identify how another person would respond to a specific task, if that person had limited information that the children were previously made privy too. These tests are important because, as they article explains; the testing false belief is the most direct way to access if a person has a fully developed theory of mind (Dennett c...
Kerbel, Matthew R. (1993). An Empirical Test of the Role of Persuasion in the Exercise of
Have you ever wondered what it would be like to control another person's mind? The mere capabilities of someone possessing this powerful of an influence on others has a twisted and very horrifying , yet interesting sense of bewildering control and has boggled the minds of many for centuries. There have been several instances of historical examples in which a person in power somehow persuades the people under them to surrender their personal beliefs and submit to authority. Although, there are many more instances of this nature that occur in everyday life also. It must be incredibly exhilarating to get into someone's most private thoughts or easily attain their unquestioning trust with the things you say and what you do. I think the power to persuade someone else fits in exclusively with certain characters within the films we viewed in class. Although complete control over another person is difficult and rare, this main theme of dominant human interaction occurs several times throughout each movie.
Siegler, R., & Alibali, M. (2005). Children’s Thinking Fourth Edition. Prentice Hall Inc. Upper Saddle River NJ.
Research studies suggest theories such as the SMCR model, Ranks theory and inoculation theory are effective models of persuasion. In addition, they determined the boomerang effect to be a unique theory of persuasion in which the communication efforts result in goal opposites (Woodard et al., 2013, p. 144). In comparison, the communication outcomes of the SMCR and Ranks theories goal oriented. The SMCR model consists of four uncomplicated key components: a source, message, channel and receiver (Larson, C., 2013, p. 22). Similarly, the Ranks model is a straightforward persuasion process identifying four plans of attack and six correlated methods used by persuaders to implement persuasion goals into strategies using specific methods (Larson, C., 2013, p. 29). The strength of the Ranks model is the development of a more demanding and interpretive receiver (Larson, C., 2013, p. 29). In a like manner, the SMCR process focuses on this area to assist the receiver in identifying the persuader’s motives (Larson, C., 2013, p. 23). Both the SMCR and the Ranks models identify external processing strategy weakness in the elaboration likelihood model (ELM) (Larson, C., 2013, pp. 25 & 29). For example, the theories suggest messages are not fully examined and become impacted in the hidden and intuitive area of the receiver’s brain (Larson, C., 2013, p. 25).
Björklund, D. F. (2012). Children‘s thinking: Cognitive development and individual differences (5th Ed.). Belmont: Wadsworth.
One, social disapproval, in which each participant was sat in a room with an experimenter and asked to play with toys while the experimenter read a book, if the child began to engage in self-injurious behavior the experimenter would make statements of disproval towards the participant. Two, academic demand, in which a child was asked to complete academic tasks, the participants were praised for successfully completing each task, however if they began to engage in self-injury the experimenter would stand up immediately and ignore them for 30 seconds. In the third, unstructured play, participants again were placed in a room with the experimenter and toys but no demands were made and they were given praise for playing. In the last condition, the participants were placed in a room alone without toys, and were simply observed.
The skills typically required to development a theory of mind are minimal. It is important that a child first acquires the ability to view oneself and others as intentional agents, or individuals who cause things to happen to reach a desired goal, so that they can then be able to take the perspective of others and understand what their intentions are (Bjorklund, p.200). Now, although infants are not born with these abilities, they do develop them over time. How children come to appreciate that other people have beliefs and desires, often different from their own, that motivate their behavior, is assessed through what is known as the false-b...
In the book Drive by Dan pink he points out the three main factors that motivates us as humans. Dan uses a lot of evidence from lab experiments to prove this point as to why some beliefs about what motivates us as human isn’t technically correct. One of the experiments which Dan Pink proves to not be accurate is the carrot and stick experiment doesn’t work anymore. In his book the three factors of motivation Dan states are Purpose, Autonomy and Mastery. In his book Dan explains that as humans the idea that we are motivated by rewards and punishment (he also refers to it as motivation 2.0) is not true, he explains that as humans we are more diverse and complex than we think. As humans we have the desire to always know more we strive to know
The concept of ‘theory of mind’ is a complex one with various considerations. It can basically be defined as, ‘The ability to understand or ‘read’ the mind of another individual; the ability to ‘put oneself in the place of another’,’ (Smith and Stevens 2002). Essentially, ‘theory of mind’ is concerned with the ideal that a person can comprehend what another person in the same situation may be thinking, or the way in which they may be feeling, without the necessity for direct contact and communication to establish that information. The paramount dilemma for psychologists researching this area of evolutionary psychology, is the difficulty in ensuring that it genuinely is the mind of another individual that a person is responding to, rather than their overt behaviour, bearing in mind the impossibility of looking directly into another’s mind.
2) It had a huge effect because the babies picked the puppet that liked the same snacks as the babies. The babies had positive feelings toward the puppet that picked the same snacks.
Every day in our life's we are persuaded to make choices. Persuasion is a very
Before that, children were thought to have less intellectual abilities than adults. This theory models the steps children move through in thought and logical thinking, how their learning differs from adult learning, and the importance of mastering one stage before moving on to the next. The way that children grow and develop their viewpoint of life depends on their ability to form a baseline of knowledge, then question and cognitively think through how an experience differs.
The ability to understand the intentions of others is very important for the social development of children (Feinfield, Lee, Flavell, Green, & Flavell, 1999). By means of understanding intentions, children can make sense of that people and animals are different from objects (Feinfield, et al., 1999). According to Shantz (1983), this ability is the requisite to understand morality and responsibility. To understand plans and planning, we also need to have the ability to understand intentions (Feinfield, et al., 1999). In addition, Feinfield and colleagues stated that acquiring the ability to understand intentions of others is also important for the cognitive development of the children, such as theory of mind (ToM) that is “the understanding that others have beliefs, intentions and desires different from one’s own” (Kelly, 2011; p. 5).