Social Cognition NJ Kang

FOCUSED QUESTIONS 1.When do babies first become aware of themselves and how do people know they know it? How we can use of it in our ELT?  송현 2.By what age do babies understand other people have different intentions toward people and objects? How do people understand the babies of a certain age understand it? And how can we use of it in ELT?  박정림 3.Is it possible to teach or ask what do 24 months old babies about what they want to eat and do in a certain context? How can we use it in ELT?  김고은 4.What is the intention of ‘schematic representation of the location change task developed by Wimmer & Perner(1983)? How can we use it in ELT?  nj 5.Do children truly believe in magic, or do they recognize that such beliefs belong to the realm of fantasy? Please answer this question using some experiments described in the chapter.  김혜지 6.Explain three types of book discussion questions and apply these questions using one story book for children of age 7.  이은숙 7.What is reader-response essays and how would you ask your learners to do it if they are 3 rd grade novice ELL?  곽희경 8.What kind of stories reflect the psychological and social realism? Please explain these two realism respectively and find two books that reflect each realism.  김나나 9. What is realistic animal story and how it is different from unrealistic animal story? To what age group can we use this realistic animal story and why?  김소빔 10. What is historical realism? Please explain using some feature in the book.  남뉴이 11. What is contemporary realism and how it is differ from historical realism?  변정민

SOCIAL STIMULI Infants are highly attentive toward the human face Seem to expect people to behave differently from objects and they react differently to people and objects. (  do the same to both objects and human)  imitation game. Human (repeat) chair (do not repeat) Infants focus on familiar words )  show characters in the book.

SOCIAL INTERACTION Contingent interaction: reciprocal action and reactions that resembles mutual give and take of conversation (still face) Infants have an interpretation and expectations about how the adult would interact with them, and these expectations were violated in the scrambled-game condition. (scrambled peek=a-boo game)

EARLY UNDERSTANDING OF EMOTIONAL EXPRESSIONS Walker (1982) Infants looked longer at the film that matched the soundtrack, ( speaking happily and making happy facial expressions and gestures vs sad facial expressions and gestures), looked longer at the film that matched the soundtrack, regardless of whether it was happy or angry (5 months)  mismatching between happy face and crying sound  dog and cat sound  car and train sound etc.

CONCEPTS OF OTHER PEOPLE 5 yr and under: Focus on external, observable qualities such as physical appearance, possessions, and typical activities. How others’ behavior relates to themselves. E.g. John is my best friend. We play in the street. He has a big sister.--- Explain others’ behaviors in psychological terms sometimes (psychological attributions are generally situation specific. They do not refer to enduring dispositions or traits), (he’s scared, Mommy is sad)

CONCEPTS OF OTHER PEOPLE 9 yr old and over: After watching the vignettes, they were asked to predict the actors’ behavior in other similar situations and they successfully did but Younger children couldn’t. but they could predict consistent behavior at some situations. (she is good at games and she’s probably nice. Etc) 15 yr old and over Focus on psychological attributes and non-observable characteristics, traits and consistent patterns of behavior.

1.When do babies first become aware of themselves and how do people know they know it? How we can use of it in our ELT?  송현 1.By 3 months, looking at themselves from the video longer than others 2.From the mirror image 3.15 months, touching their own nose, by 12 they touch nose on the mirror. (all the children between 20 and 26 months touched their own noses) 4.By age 3 and older. Perceptual and social self-knowledge forms, physical characteristics (I’m big), evaluative qualities, (I’m a good girl). 5yr olds, concrete and observable characteristics. 5.3 and half: self-control, self –acceptance, and extraversion, and incorporate psychological dimensions. 6.In ELT? After reading a book

2.BY WHAT AGE DO BABIES UNDERSTAND OTHER PEOPLE HAVE DIFFERENT INTENTIONS TOWARD PEOPLE AND OBJECTS? HOW DO PEOPLE UNDERSTAND THE BABIES OF A CERTAIN AGE UNDERSTAND IT? AND HOW CAN WE USE OF IT IN ELT? 1. by age 2 and over, understand other people’s emotion and intention. They understand their own desire and dreams. E.g. mommy can’t sing. She doesn’t know it. I am dreaming flowers and doggies. 2. by age 6 months they understand what they want (look longer to the object) 3. by age 3 yr. they began to understand and by age 5 they understand some one’s intentional and unintentional behavior (knee jerk movements with hammer)

3.IS IT POSSIBLE TO TEACH OR ASK WHAT DO 24 MONTHS OLD BABIES ABOUT WHAT THEY WANT TO EAT AND DO IN A CERTAIN CONTEXT? HOW CAN WE USE IT IN ELT? Yes. 12 months old can connect information about others’ direction of gaze and emotional expressions to their actions. (ooh look at the kitty, pointing at the yellow one, draw a curtain 2 seconds later, open it, and holding other one then ---) By 18 to 24 months Want juice, I’m scared Understand other’s desire may be different from their own. (giving the experimenter a broccoli than a cookie) 2 yr olds Can predict the characters in the story will act in accord with their desires

4.WHAT IS THE INTENTION OF ‘SCHEMATIC REPRESENTATION OF THE LOCATION CHANGE TASK DEVELOPED BY WIMMER & PERNER(1983)? HOW CAN WE USE IT IN ELT? 3 and 4 yr: understanding of beliefs and of the role of beliefs in motivating action. Appearance and reality distinction using sponge rock with 3, 4, and 5. And also using magnifying glass. What they really really were. Most 4 and 5 were correct: looked like a rock but also it was a rock. 3 yr. was really big and they are really big. False belief using a box of Smarties with pencils in it. 3 yr. follow false belief (looking at the Smarties box. What’s inside?---)  in ELT using many boxes. Using objects from the story.

4.WHAT IS THE INTENTION OF ‘SCHEMATIC REPRESENTATION OF THE LOCATION CHANGE TASK DEVELOPED BY WIMMER & PERNER(1983)? HOW CAN WE USE IT IN ELT? Maxi puts his chocolate into the cupboard. Understanding of thinking: 5 yr olds couldn’t think of where the tooth brush is in their homes. Distinguishing between thinking and not thinking is not possible when they are asked to sit in the ‘do not think chair’. 8 yr olds can

5.DO CHILDREN TRULY BELIEVE IN MAGIC, OR DO THEY RECOGNIZE THAT SUCH BELIEFS BELONG TO THE REALM OF FANTASY? PLEASE ANSWER THIS QUESTION USING SOME EXPERIMENTS DESCRIBED IN THE CHAPTER. By 6 yr olds; They believe the magic box (change drawing into the real one) Belief in imaginary companions. 28% of 3 and 4, 63% of 6 or 7. Some children also treat stuffed animals as real companions and endow them with personalities and other behaviors that remain consistent over time. Belief in fantasy figures. 40% of of 4- to 6 year olds believed in monsters and fairies, more than 80% children believed in Santa Claus.

6.Explain three types of book discussion questions and apply these questions using one story book for children of age 7.

7.WHAT IS READER-RESPONSE ESSAYS AND HOW WOULD YOU ASK YOUR LEARNERS TO DO IT IF THEY ARE 3 RD GRADE NOVICE ELL?

8.WHAT KIND OF STORIES REFLECT THE PSYCHOLOGICAL AND SOCIAL REALISM? PLEASE EXPLAIN THESE TWO REALISM RESPECTIVELY AND FIND TWO BOOKS THAT REFLECT EACH REALISM. (psycho)

9. WHAT IS REALISTIC ANIMAL STORY AND HOW IT IS DIFFERENT FROM UNREALISTIC ANIMAL STORY? TO WHAT AGE GROUP CAN WE USE THIS REALISTIC ANIMAL STORY AND WHY? (realistic)

10. WHAT IS HISTORICAL REALISM? PLEASE EXPLAIN USING SOME FEATURE IN THE BOOK.

11. WHAT IS CONTEMPORARY REALISM AND HOW IT IS DIFFER FROM HISTORICAL REALISM?

HOMEWORK 1.Read chapter 11 again and summarize concepts explained and answered to questions from 1 to 5 2.Select 3 aspects (theories) out of the concepts you summarized for the above questions and make some story related activities using a specific story book. 3.Explain three types of book discussion questions. Make some appropriate questions or activities reflecting each type of book discussion questions for the children of age 5 and 9 using the same book. 4.Read chapter 19.