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Culture and psychopathology: An attempt at reconsidering the role of social learning / Peter FONAGY in Development and Psychopathology, 34-4 (October 2022)
[article]
Titre : Culture and psychopathology: An attempt at reconsidering the role of social learning Type de document : Texte imprimé et/ou numérique Auteurs : Peter FONAGY, Auteur ; Chloe CAMPBELL, Auteur ; Matthew CONSTANTINOU, Auteur ; Anna HIGGITT, Auteur ; Elizabeth ALLISON, Auteur ; Patrick LUYTEN, Auteur Article en page(s) : p.1205-1220 Langues : Anglais (eng) Mots-clés : Cognition Humans Learning Mental Disorders/psychology Psychopathology Social Learning culture epistemic trust joint attention mentalizing social cognition Index. décimale : PER Périodiques Résumé : This paper proposes a model for developmental psychopathology that is informed by recent research suggestive of a single model of mental health disorder (the p factor) and seeks to integrate the role of the wider social and cultural environment into our model, which has previously been more narrowly focused on the role of the immediate caregiving context. Informed by recently emerging thinking on the social and culturally driven nature of human cognitive development, the ways in which humans are primed to learn and communicate culture, and a mentalizing perspective on the highly intersubjective nature of our capacity for affect regulation and social functioning, we set out a cultural-developmental approach to psychopathology. En ligne : http://dx.doi.org/10.1017/s0954579421000092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Development and Psychopathology > 34-4 (October 2022) . - p.1205-1220[article] Culture and psychopathology: An attempt at reconsidering the role of social learning [Texte imprimé et/ou numérique] / Peter FONAGY, Auteur ; Chloe CAMPBELL, Auteur ; Matthew CONSTANTINOU, Auteur ; Anna HIGGITT, Auteur ; Elizabeth ALLISON, Auteur ; Patrick LUYTEN, Auteur . - p.1205-1220.
Langues : Anglais (eng)
in Development and Psychopathology > 34-4 (October 2022) . - p.1205-1220
Mots-clés : Cognition Humans Learning Mental Disorders/psychology Psychopathology Social Learning culture epistemic trust joint attention mentalizing social cognition Index. décimale : PER Périodiques Résumé : This paper proposes a model for developmental psychopathology that is informed by recent research suggestive of a single model of mental health disorder (the p factor) and seeks to integrate the role of the wider social and cultural environment into our model, which has previously been more narrowly focused on the role of the immediate caregiving context. Informed by recently emerging thinking on the social and culturally driven nature of human cognitive development, the ways in which humans are primed to learn and communicate culture, and a mentalizing perspective on the highly intersubjective nature of our capacity for affect regulation and social functioning, we set out a cultural-developmental approach to psychopathology. En ligne : http://dx.doi.org/10.1017/s0954579421000092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 A robot or a dumper truck? Facilitating play-based social learning across neurotypes / Ella PALDAM in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : A robot or a dumper truck? Facilitating play-based social learning across neurotypes Type de document : Texte imprimé et/ou numérique Auteurs : Ella PALDAM, Auteur ; Andreas ROEPSTORFF, Auteur ; Rikke STEENSGAARD, Auteur ; Stine Strøm LUNDSGAARD, Auteur ; Jakob STEENSIG, Auteur ; Line GEBAUER, Auteur Langues : Anglais (eng) Mots-clés : Autism social learning play communication education Index. décimale : PER Périodiques Résumé : Structured abstract Background & aimsHow can non-autistic adults facilitate social learning with children on the spectrum? A new theoretical understanding of autism is currently emerging that has made this question more relevant than ever. At the intersection of two growing research areas in the field of autism, the borderland that separates the experience of social interaction between neurotypes is increasingly mapped out. By integrating anthropological research on autistic sociality and the neurocognitive framework of predictive processing, this paper explores the question: If autistic people experience the world in a fundamentally different way, what is a meaningful strategy for supporting them in developing their socialities?MethodsThe paper reports an in-depth analysis of a 2-min sequence in which a non-autistic adult facilitates a collaboration game between three autistic children (8?12 years). The data comes from a participatory research project that develops a new pedagogical approach to social learning based on open-ended construction play. The analytical strategy is informed by conversation analysis.ResultsWe find that the facilitation supports the children in accomplishing social interaction and collaboration, but it also in several instances gives rise to misunderstandings between the children. Whereas the facilitator aims to support the children's direct verbal communication about the construction task, we observe that the children use a broad repertoire of non-direct communication strategies that enables them to coordinate and align their shared process. We find that the children's actions with their hands in the construction task count as turns in the communication. Regarding the play-based learning environment, we find that the children are engaged in the shared construction task and that they competently navigate social tension when it arises without the facilitator's help.ConclusionWe conclude that the misunderstandings between the children created by the facilitation from a non-autistic adult emerge from a discrepancy of attention in the situation. The facilitator focuses on the words, but the children focus on the task. Even though this discrepancy is not necessarily a result of different neurotypes, we find that it emerges from the social dynamics of facilitation by non-autistic adults that is key in many social intervention settings. Furthermore, we conclude that the play-based learning environment enables the facilitator to support the children without directly instructing them in their social behavior. This appears to give the children an opportunity to acquire complex social experiences through their collaboration.ImplicationsThe interaction dynamics in the data clip is shaped by the non-autistic adult's expectations of the children's interaction. This made us wonder whether we can establish a learning environment that begins from the learners? perspectives instead. The analysis caused us to change the facilitation strategy that we employ in our project. It is our hope that our approach will inspire reflection and curiosity in researchers and practitioners who develop social interventions targeting autistic people. En ligne : https://doi.org/10.1177/23969415221086714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] A robot or a dumper truck? Facilitating play-based social learning across neurotypes [Texte imprimé et/ou numérique] / Ella PALDAM, Auteur ; Andreas ROEPSTORFF, Auteur ; Rikke STEENSGAARD, Auteur ; Stine Strøm LUNDSGAARD, Auteur ; Jakob STEENSIG, Auteur ; Line GEBAUER, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Autism social learning play communication education Index. décimale : PER Périodiques Résumé : Structured abstract Background & aimsHow can non-autistic adults facilitate social learning with children on the spectrum? A new theoretical understanding of autism is currently emerging that has made this question more relevant than ever. At the intersection of two growing research areas in the field of autism, the borderland that separates the experience of social interaction between neurotypes is increasingly mapped out. By integrating anthropological research on autistic sociality and the neurocognitive framework of predictive processing, this paper explores the question: If autistic people experience the world in a fundamentally different way, what is a meaningful strategy for supporting them in developing their socialities?MethodsThe paper reports an in-depth analysis of a 2-min sequence in which a non-autistic adult facilitates a collaboration game between three autistic children (8?12 years). The data comes from a participatory research project that develops a new pedagogical approach to social learning based on open-ended construction play. The analytical strategy is informed by conversation analysis.ResultsWe find that the facilitation supports the children in accomplishing social interaction and collaboration, but it also in several instances gives rise to misunderstandings between the children. Whereas the facilitator aims to support the children's direct verbal communication about the construction task, we observe that the children use a broad repertoire of non-direct communication strategies that enables them to coordinate and align their shared process. We find that the children's actions with their hands in the construction task count as turns in the communication. Regarding the play-based learning environment, we find that the children are engaged in the shared construction task and that they competently navigate social tension when it arises without the facilitator's help.ConclusionWe conclude that the misunderstandings between the children created by the facilitation from a non-autistic adult emerge from a discrepancy of attention in the situation. The facilitator focuses on the words, but the children focus on the task. Even though this discrepancy is not necessarily a result of different neurotypes, we find that it emerges from the social dynamics of facilitation by non-autistic adults that is key in many social intervention settings. Furthermore, we conclude that the play-based learning environment enables the facilitator to support the children without directly instructing them in their social behavior. This appears to give the children an opportunity to acquire complex social experiences through their collaboration.ImplicationsThe interaction dynamics in the data clip is shaped by the non-autistic adult's expectations of the children's interaction. This made us wonder whether we can establish a learning environment that begins from the learners? perspectives instead. The analysis caused us to change the facilitation strategy that we employ in our project. It is our hope that our approach will inspire reflection and curiosity in researchers and practitioners who develop social interventions targeting autistic people. En ligne : https://doi.org/10.1177/23969415221086714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism / G. VIVANTI in Molecular Autism, 7 (2016)
[article]
Titre : Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism Type de document : Texte imprimé et/ou numérique Auteurs : G. VIVANTI, Auteur ; D. R. HOCKING, Auteur ; P. FANNING, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : 40p. Langues : Anglais (eng) Mots-clés : Attention Autistic Disorder/psychology Child, Preschool Female Humans Learning Male Williams Syndrome/psychology Autism Imitation Social cognition Social learning Williams syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum disorder (ASD) and those with Williams syndrome (WS) have difficulties with learning, though the nature of these remains unclear. METHODS: In this study, we used novel eye-tracking and behavioral paradigms to measure how 36 preschoolers with ASD and 21 age- and IQ-matched peers with WS attend to and learn novel behaviors (1) from the outcomes of their own actions (non-social learning), (2) through imitation of others' actions (social learning), and across situations in which imitative learning served either an instrumental function or fulfilled social affiliation motives. RESULTS: The two groups demonstrated similar abilities to learn from the consequences of their own actions and to imitate new actions that were instrumental to the achievement of a tangible goal. Children with WS, unlike those with ASD, increased their attention and imitative learning performance when the model acted in a socially engaging manner. CONCLUSIONS: Learning abnormalities in ASD appear to be linked to the social rather than instrumental dimensions of learning. En ligne : http://dx.doi.org/10.1186/s13229-016-0101-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329
in Molecular Autism > 7 (2016) . - 40p.[article] Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism [Texte imprimé et/ou numérique] / G. VIVANTI, Auteur ; D. R. HOCKING, Auteur ; P. FANNING, Auteur ; Cheryl DISSANAYAKE, Auteur . - 40p.
Langues : Anglais (eng)
in Molecular Autism > 7 (2016) . - 40p.
Mots-clés : Attention Autistic Disorder/psychology Child, Preschool Female Humans Learning Male Williams Syndrome/psychology Autism Imitation Social cognition Social learning Williams syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum disorder (ASD) and those with Williams syndrome (WS) have difficulties with learning, though the nature of these remains unclear. METHODS: In this study, we used novel eye-tracking and behavioral paradigms to measure how 36 preschoolers with ASD and 21 age- and IQ-matched peers with WS attend to and learn novel behaviors (1) from the outcomes of their own actions (non-social learning), (2) through imitation of others' actions (social learning), and across situations in which imitative learning served either an instrumental function or fulfilled social affiliation motives. RESULTS: The two groups demonstrated similar abilities to learn from the consequences of their own actions and to imitate new actions that were instrumental to the achievement of a tangible goal. Children with WS, unlike those with ASD, increased their attention and imitative learning performance when the model acted in a socially engaging manner. CONCLUSIONS: Learning abnormalities in ASD appear to be linked to the social rather than instrumental dimensions of learning. En ligne : http://dx.doi.org/10.1186/s13229-016-0101-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective / Yiying YANG in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
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Titre : Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Yiying YANG, Auteur ; Yuan TIAN, Auteur ; Jing FANG, Auteur ; Haoyang LU, Auteur ; Kunlin WEI, Auteur ; Li YI, Auteur Article en page(s) : p.615-625 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Trust Deception Social learning Index. décimale : PER Périodiques Résumé : Previous research has demonstrated abnormal trust and deception behaviors in children with Autism Spectrum Disorders (ASD), and we aimed to examine whether these abnormalities were primarily due to their specific deficits in social learning. We tested 42 high-functioning children with ASD and 38 age- and ability-matched typically developing (TD) children in trust and deception tasks and a novel condition with reduced social components. Results indicated that while TD children improved their performance with more social components, children with ASD lacked this additional performance gain, though they performed similarly as TD children in the condition with reduced social components. Our findings highlight that deficits of ASD in trust and deception are primarily associated with failure of use of social cues. En ligne : http://dx.doi.org/10.1007/s10803-016-2983-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.615-625[article] Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective [Texte imprimé et/ou numérique] / Yiying YANG, Auteur ; Yuan TIAN, Auteur ; Jing FANG, Auteur ; Haoyang LU, Auteur ; Kunlin WEI, Auteur ; Li YI, Auteur . - p.615-625.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.615-625
Mots-clés : Autism Spectrum Disorder Trust Deception Social learning Index. décimale : PER Périodiques Résumé : Previous research has demonstrated abnormal trust and deception behaviors in children with Autism Spectrum Disorders (ASD), and we aimed to examine whether these abnormalities were primarily due to their specific deficits in social learning. We tested 42 high-functioning children with ASD and 38 age- and ability-matched typically developing (TD) children in trust and deception tasks and a novel condition with reduced social components. Results indicated that while TD children improved their performance with more social components, children with ASD lacked this additional performance gain, though they performed similarly as TD children in the condition with reduced social components. Our findings highlight that deficits of ASD in trust and deception are primarily associated with failure of use of social cues. En ligne : http://dx.doi.org/10.1007/s10803-016-2983-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Learning by observation and learning by doing in Prader-Willi syndrome / F. FOTI in Journal of Neurodevelopmental Disorders, 7-1 (December 2015)
[article]
Titre : Learning by observation and learning by doing in Prader-Willi syndrome Type de document : Texte imprimé et/ou numérique Auteurs : F. FOTI, Auteur ; D. MENGHINI, Auteur ; E. ORLANDI, Auteur ; C. RUFINI, Auteur ; A. CRINO, Auteur ; S. SPERA, Auteur ; S. VICARI, Auteur ; L. PETROSINI, Auteur ; L. MANDOLESI, Auteur Article en page(s) : p.6 Langues : Anglais (eng) Mots-clés : Genetic disorders Imitation Learning by trial and error Observational learning Sequential learning Social learning Index. décimale : PER Périodiques Résumé : BACKGROUND: New competencies may be learned through active experience (learning by doing) or observation of others' experience (learning by observation). Observing another person performing a complex action accelerates the observer's acquisition of the same action, limiting the time-consuming process of learning by doing. Here, we compared learning by observation and learning by doing in individuals with Prader-Willi syndrome (PWS). It is hypothesized that PWS individuals could show more difficulties with learning by observation than learning by doing because of their specific difficulty in interpreting and using social information. METHODS: The performance of 24 PWS individuals was compared with that of 28 mental age (MA)- and gender-matched typically developing (TD) children in tasks of learning a visuo-motor sequence by observation or by doing. To determine whether the performance pattern exhibited by PWS participants was specific to this population or whether it was a nonspecific intellectual disability effect, we compared the PWS performances with those of a third MA- and gender-matched group of individuals with Williams syndrome (WS). RESULTS: PWS individuals were severely impaired in detecting a sequence by observation, were able to detect a sequence by doing, and became as efficient as TD children in reproducing an observed sequence after a task of learning by doing. The learning pattern of PWS children was reversed compared with that of WS individuals. CONCLUSIONS: The observational learning deficit in PWS individuals may be rooted, at least partially, in their incapacity to understand and/or use social information. En ligne : http://dx.doi.org/10.1186/s11689-015-9102-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347
in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.6[article] Learning by observation and learning by doing in Prader-Willi syndrome [Texte imprimé et/ou numérique] / F. FOTI, Auteur ; D. MENGHINI, Auteur ; E. ORLANDI, Auteur ; C. RUFINI, Auteur ; A. CRINO, Auteur ; S. SPERA, Auteur ; S. VICARI, Auteur ; L. PETROSINI, Auteur ; L. MANDOLESI, Auteur . - p.6.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.6
Mots-clés : Genetic disorders Imitation Learning by trial and error Observational learning Sequential learning Social learning Index. décimale : PER Périodiques Résumé : BACKGROUND: New competencies may be learned through active experience (learning by doing) or observation of others' experience (learning by observation). Observing another person performing a complex action accelerates the observer's acquisition of the same action, limiting the time-consuming process of learning by doing. Here, we compared learning by observation and learning by doing in individuals with Prader-Willi syndrome (PWS). It is hypothesized that PWS individuals could show more difficulties with learning by observation than learning by doing because of their specific difficulty in interpreting and using social information. METHODS: The performance of 24 PWS individuals was compared with that of 28 mental age (MA)- and gender-matched typically developing (TD) children in tasks of learning a visuo-motor sequence by observation or by doing. To determine whether the performance pattern exhibited by PWS participants was specific to this population or whether it was a nonspecific intellectual disability effect, we compared the PWS performances with those of a third MA- and gender-matched group of individuals with Williams syndrome (WS). RESULTS: PWS individuals were severely impaired in detecting a sequence by observation, were able to detect a sequence by doing, and became as efficient as TD children in reproducing an observed sequence after a task of learning by doing. The learning pattern of PWS children was reversed compared with that of WS individuals. CONCLUSIONS: The observational learning deficit in PWS individuals may be rooted, at least partially, in their incapacity to understand and/or use social information. En ligne : http://dx.doi.org/10.1186/s11689-015-9102-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347 Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis / Mark NIELSEN in Autism Research, 6-1 (February 2013)
PermalinkBrief Report: Imitation of Object-Directed Acts in Young Children with Autism Spectrum Disorders / Anna GONSIOROWSKI in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
PermalinkBrief Report: Predictors of Outcomes in the Early Start Denver Model Delivered in a Group Setting / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
PermalinkPermalinkVerbal labels increase the salience of novel objects for preschoolers with typical development and Williams syndrome, but not in autism / G. VIVANTI in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)
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