Social Understanding at the End of the First Year of Life
Social Understanding at the End of the First Year of Life
复制标题
第一年结束时的社会理解
DOI：
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发表时间：
1994
期刊：
影响因子：
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通讯作者：
V. Corkum
中科院分区：
文献类型：
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作者：
C. Moore;V. Corkum
社会行为，如共同注意，社会参考，和原始交际行为，出现在接近年底的第一年的生活，通常被视为证据的相当大的社会理解，甚至是一个“内隐”的心理理论。我们确定的理论假设，这种“常识的看法”需要和反对这种观点的这些行为的建议，这种现象是完全兼容的帐户，不归因于婴儿的理解，他人有心理关系的对象，或自我和他人是等同的，在他们的潜力，这种心理关系。最后，我们认为，我们提出的解释可能为儿童如何发展一种同样适用于自我和他人的心理理论的问题提供了一个发展性的解决方案，而无需假设存在大量的先天知识。
Abstract Social behaviors, such as joint attention, social referencing, and protocommunicative acts, which emerge toward the end of the first year of life, have commonly been taken as evidence of considerable social understanding, even an "implicit" theory of mind. We identify the theoretical assumptions that this "commonsense view" entails and argue against this view of these behaviors by suggesting that the phenomena are entirely compatible with an account which does not attribute to the infant an understanding that others have psychological relations to objects or that self and others are equivalent in their potential for such psychological relations. We end by arguing that the account we propose potentially provides a developmental solution to the problem of how the child develops a theory of mind that is equally applicable to self and other without postulating the existence of considerable innate knowledge.