The Primacy of Social over Visual Perspective-Taking
In this article, we argue for the developmental primacy of social over visual perspective-taking. In our terminology, social perspective-taking involves some understanding of another person’s preferences, goals, intentions etc. which can be discerned from temporally extended interactions, including...
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doaj-dd88f3447dfc4c4db45f3238b6d13cae2020-11-25T02:42:31ZengFrontiers Media S.A.Frontiers in Human Neuroscience1662-51612013-09-01710.3389/fnhum.2013.0055857929The Primacy of Social over Visual Perspective-TakingHenrike eMoll0Derya eKadipasaoglu1University of Southern CaliforniaUniversity of Southern CaliforniaIn this article, we argue for the developmental primacy of social over visual perspective-taking. In our terminology, social perspective-taking involves some understanding of another person’s preferences, goals, intentions etc. which can be discerned from temporally extended interactions, including dialogue. As is evidenced by their successful performance on various reference disambiguation tasks, infants in their second year of life first begin to develop such skills. They can, for example, determine which of two or more objects another is referring to based on previously expressed preferences or the distinct quality with which these objects were jointly explored. The pattern of findings from developmental research further indicates that this ability emerges sooner than analogous forms of visual perspective-taking. Our explanatory account of this developmental sequence highlights the primary importance of joint attention and the formation of common ground with others. Before children can develop an awareness of what exactly is seen or how an object appears from a particular viewpoint, they must learn to share attention and build common experiential ground. Learning about others’ as well as one’s own snapshot perspectives in a literal, i.e., optical sense of the term, is a secondary step that affords an abstraction from all (prior) pragmatic involvement with objects.http://journal.frontiersin.org/Journal/10.3389/fnhum.2013.00558/fullPerspective-takingjoint attentionintersubjectivityreferential communicationtheory of mind (ToM) |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Henrike eMoll Derya eKadipasaoglu |
spellingShingle |
Henrike eMoll Derya eKadipasaoglu The Primacy of Social over Visual Perspective-Taking Frontiers in Human Neuroscience Perspective-taking joint attention intersubjectivity referential communication theory of mind (ToM) |
author_facet |
Henrike eMoll Derya eKadipasaoglu |
author_sort |
Henrike eMoll |
title |
The Primacy of Social over Visual Perspective-Taking |
title_short |
The Primacy of Social over Visual Perspective-Taking |
title_full |
The Primacy of Social over Visual Perspective-Taking |
title_fullStr |
The Primacy of Social over Visual Perspective-Taking |
title_full_unstemmed |
The Primacy of Social over Visual Perspective-Taking |
title_sort |
primacy of social over visual perspective-taking |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Human Neuroscience |
issn |
1662-5161 |
publishDate |
2013-09-01 |
description |
In this article, we argue for the developmental primacy of social over visual perspective-taking. In our terminology, social perspective-taking involves some understanding of another person’s preferences, goals, intentions etc. which can be discerned from temporally extended interactions, including dialogue. As is evidenced by their successful performance on various reference disambiguation tasks, infants in their second year of life first begin to develop such skills. They can, for example, determine which of two or more objects another is referring to based on previously expressed preferences or the distinct quality with which these objects were jointly explored. The pattern of findings from developmental research further indicates that this ability emerges sooner than analogous forms of visual perspective-taking. Our explanatory account of this developmental sequence highlights the primary importance of joint attention and the formation of common ground with others. Before children can develop an awareness of what exactly is seen or how an object appears from a particular viewpoint, they must learn to share attention and build common experiential ground. Learning about others’ as well as one’s own snapshot perspectives in a literal, i.e., optical sense of the term, is a secondary step that affords an abstraction from all (prior) pragmatic involvement with objects. |
topic |
Perspective-taking joint attention intersubjectivity referential communication theory of mind (ToM) |
url |
http://journal.frontiersin.org/Journal/10.3389/fnhum.2013.00558/full |
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