Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2025-01-03T17:50:21.209Z Has data issue: false hasContentIssue false

A difficult introduction to affective social learning

Published online by Cambridge University Press:  09 August 2019

By
Fabrice Clément  and
Daniel Dukes
Edited by
Daniel Dukes  and
Fabrice Clément
Daniel Dukes
Affiliation:
Université de Fribourg, Switzerland
Fabrice Clément
Affiliation:
Université de Neuchâtel, Switzerland
Get access

Summary

Affective social learning is a relatively new concept that needed teasing out. In this introductory chapter, we set out what we meant by the notion as we initially set it out in previous versions. The goal here is to provide the reader with the background to the concept and indeed to the following chapters and, ultimately, to use as a starting point when measuring how the concept evolves over the length of the book. We begin then, by explaining how difficult it can be, conceptually, to marry three important areas of (psychological) research – emotion (affect), the ‘social’ and learning, before setting out the conditions and describing the major components involved in affective social learning. We end by briefly introducing the following chapters.

Keywords

Affective social learningvaluessocializationsocial appraisalsocial referencingnatural pedagogycultureemotion contagion
Type
Chapter
Information
Foundations of Affective Social Learning
Conceptualizing the Social Transmission of Value
 , pp. 1 - 22
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arnold, M. B. (1960). Emotion and personality (2 vols.). New York, NY: Columbia University Press.Google Scholar
Bandura, A. (1977). Social learning theory. Oxford, UK: Prentice-Hall.Google Scholar
Bandura, A., & Huston, C., , A. (1961). Identification as a process of incidental learning. Journal of Abnormal and Social Psychology, 63, 311–318.CrossRefGoogle ScholarPubMed
Bandura, A., Ross, D., & Ross, S. A. (1963). Imitation of film-mediated aggressive models. Journal of Abnormal and Social Psychology, 66, 3–11.Google Scholar
Barrett, K. C., & Campos, J. J. (1987). Perspectives on emotional development II: A functionalist approach to emotions. In Osofsky, J. (Ed.), Handbook of infant development (2nd ed., pp. 555–578). New York, NY: Wiley.Google Scholar
Boccia, M., & Campos, J. J. (1989). Maternal emotional signals, social referencing, and infants’ reactions to strangers. New Directions for Child and Adolescent Development, 44, 25–49.Google Scholar
Boesch, C., & Tomasello, M. (1998). Chimpanzee and human cultures. Current Anthropology, 39, 591–614.Google Scholar
Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Cambridge, MA: Harvard University Press.Google Scholar
Bourgeois, P., & Hess, U. (2008). The impact of social context on mimicry. Biological Psychology, 77(3), 343–352.Google Scholar
Campos, J. J., Mumme, D. L., Kermoian, R., & Campos, R. G. (1994). A functionalist perspective on the nature of emotion. Monographs of the Society for Research in Child Development, 59, 284–303.Google Scholar
Campos, J. J., & Stenberg, C. (1981). Perception, appraisal, and emotion: The onset of social referencing. In Lamb, M. E. & Sherrod, L. R. (Eds.), Infant social cognition: Empirical and theoretical contributions (pp. 217–314). Hillsdale, NJ: Erlbaum.Google Scholar
Chartrand, T. L., & Bargh, J. A. (1999). The chameleon effect: the perception–behavior link and social interaction. Journal of Personality and Social Psychology, 76, 893–910.Google Scholar
Clément, F. (2010). To trust or not to trust? Children’s social epistemology. Review of Philosophy and Psychology, 1, 531–549.Google Scholar
Clément, F., & Dukes, D. (2013). The role of interest in the transmission of social values. Frontiers in Psychology, 4, 349.Google Scholar
Ekman, P. (2017). Social appraisal and social referencing: Two components of affective social learning. Emotion Review, 9(3), 253–261.Google Scholar
Clément, F., Koenig, M., & Harris, P. (2004). The ontogenesis of trust. Mind & Language, 19(4), 360–379.CrossRefGoogle Scholar
Clore, G. L., & Ortony, A. (2000). Cognition in emotion: Never, sometimes, or always? In Lane, R. D. & Nadel, L. (Eds.), The cognitive neuroscience of emotion (pp. 24–61). New York, NY: Oxford University Press.Google Scholar
Corriveau, K. H., & Harris, P. L. (2009). Choosing your informant: Weighing familiarity and recent accuracy. Developmental Science, 12(3), 426–437.Google Scholar
Csibra, G., & Gergely, G. (2009). Natural pedagogy. Trends in Cognitive Sciences, 13(4), 148–153.Google Scholar
Doise, W., Mugny, G., & Perret-Clermont, A.-N. (1975). Social interaction and the development of cognitive operations. European Journal of Social Psychology, 5, 367–383.CrossRefGoogle Scholar
Dukes, D., & Clément, F. (2017). Author reply: Clarifying the importance of ostensive communication in life-long, affective social learning. Emotion Review, 9(3), 267–269.Google Scholar
Ebbinghaus, H. (1885/2013). Memory: A contribution to experimental psychology. Annals of Neurosciences, 20(4), 155–156.Google Scholar
Ekman, P. (1972). Universals and cultural differences in facial expressions of emotions. In Cole, J. (Ed.), Nebraska symposium on motivation (pp. 207–282). Lincoln, NE: University of Nebraska Press.Google Scholar
Ekman, P. (2003). Emotions revealed. New York, NY: Times Books.Google Scholar
Ekman, P., & Cordaro, D. (2011). What is meant by calling emotions basic. Emotion Review, 3(4), 364–370.Google Scholar
Ekman, P., Friesen, W. V., & Simons, R. C. (1985). Is the startle reaction an emotion? Journal of Personality and Social Psychology, 49(5), 1416–1426.Google Scholar
Evers, C., Fischer, A. H., Rodriguez Mosquera, P. M., & Manstead, A. S. (2005). Anger and social appraisal: A ‘spicy’ sex difference? Emotion, 5(3), 258.Google Scholar
Feinman, S., & Lewis, M. (1983). Social referencing at ten months: A second order effect on infants’ responses to strangers. Child Development, 54, 878–887.Google Scholar
Fischer, A. H., & van Kleef, G. A. (2010). Where have all the people gone? A plea for including social interaction in emotion research. Emotion Review, 2(3), 208–211.Google Scholar
Frijda, N. H. (1986). The emotions. Cambridge, UK: Cambridge University Press.Google Scholar
Galef, B. G. (1992). The question of animal culture. Human Nature, 3(2), 157–178.CrossRefGoogle ScholarPubMed
Galef, B. G., & Clark, M. M. (1971). Social factors in the poison avoidance and feeding behavior of wild and domesticated rat pups. Journal of Comparative and Physiological Psychology, 75(3), 341–357.Google Scholar
Gergely, G., Egyed, K., & Király, I. (2007). On pedagogy. Developmental Science, 10(1), 139–146.Google Scholar
Gibson, E. J., & Walk, R. D. (1960). The ‘visual cliff’. Scientific American, 202, 67–71.Google Scholar
Gopnik, A., Meltzoff, A., & Kuhl, P. (2001). The scientist in the crib: What early learning tells us about the mind. New York, NY: HarperCollins.Google Scholar
Gruber, T., Deschenaux, A., Frick, A., & Clément, F. (2017). Group membership influences more social identification than social learning or overimitation in children. Child Development. http://doi.org/10.1111/cdev.12931.Google Scholar
Harris, P. L. (2002). Checking our sources: The origins of trust in testimony. Studies in History and Philosophy of Science, 33, 315–333.Google Scholar
Harris, P. L. (2012). Trusting what you’re told: How children learn from others. Cambridge, MA: Harvard University Press.Google Scholar
Harris, P., & Koenig, M. (2009). Choosing your informants: Weighing familiarity and recent accuracy. Developmental Science, 12(3), 426–437.Google Scholar
Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1994). Emotional contagion. New York, NY: Cambridge University Press.Google Scholar
Hess, U., & Fischer, A. (Eds.). (2016). Emotional mimicry in social context. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Higgins, E. T. (2016). What is value? Where does it come from? A psychological perspective. In Brosch, T. & Sander, D. (Eds.), Handbook of value: The affective sciences of values and valuation (pp. 43–62). Oxford, UK: Oxford University Press.Google Scholar
Hirshberg, L. M., & Svejda, M. (1990). When infants look to their parents I. Infants’ social referencing of mothers compared to fathers. Child Development, 61(4), 1175–1186.Google Scholar
Klinnert, M. D. (1984). The regulation of infant behavior by maternal facial expression. Infant Behavior and Development, 7(4), 447–465.Google Scholar
Klinnert, M. D., Campos, J., Sorce, J. F., Emde, R. N., & Svejda, M. J. (1983). Social referencing: Emotional expressions as behavior regulators. Emotion: Theory, Research and Experience, 2, 57–86.Google Scholar
Klinnert, M., Emde, R., Butterfield, P., & Campos, J. (1986). Social referencing: The infant’s use of emotional signals from a friendly adult with mother present. Developmental Psychology, 22(4), 427–432.Google Scholar
Lazarus, R. S. (1966). Psychological stress and the coping process. New York, NY: McGraw-Hill.Google Scholar
Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American Psychologist, 46(8), 819.Google Scholar
Leventhal, H., & Scherer, K. (1987). The relationship of emotion to cognition: A functional approach to a semantic controversy. Cognition & Emotion, 1(1), 3–28.Google Scholar
Lyons, D. E., Young, A. G., & Keil, F. C. (2007). The hidden structure of over-imitation. Proceedings of the National Academy of Sciences, 104(50), 19751–19756.Google Scholar
Manstead, A. S. R., & Fischer, A. H. (2001). Social appraisal: The social world as object of and influence on appraisal processes. In Scherer, K. R., Schorr, A., & Johnstone, T. (Eds.), Series in affective science: Appraisal processes in emotion – theory, methods, research (pp. 221–232). Oxford, UK: Oxford University Press.Google Scholar
Meltzoff, A., & Moore, M. (1977). Imitation of facial and manual gestures by human neonates. Science, 198, 75–78.Google Scholar
Moors, A., Ellsworth, P. C., Scherer, K. R., & Frijda, N. H. (2013). Appraisal theories of emotion: State of the art and future development. Emotion Review, 5(2), 119–124.CrossRefGoogle Scholar
Mumenthaler, C., & Sander, D. (2012). Social appraisal influences recognition of emotions. Journal of Personality and Social Psychology, 102(6), 1118–1135.Google Scholar
Mumenthaler, C., (2015). Automatic integration of social information in emotion recognition. Journal of Experimental Psychology: General, 144(2), 392–399.Google Scholar
Oatley, K., & Johnson-Laird, P. N. (1987). Towards a cognitive theory of emotions. Cognition and Emotion, 1, 29–50.Google Scholar
Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37, 102–113.Google Scholar
Parkinson, B. (1995). Ideas and realities of emotion. London, UK: Routledge.Google Scholar
Parkinson, B. (1996). Emotions are social. British Journal of Psychology, 87, 663–683.Google Scholar
Parkinson, B. (2011a). How social is the social psychology of emotion? British Journal of Social Psychology, 50(3), 405–413.Google Scholar
Parkinson, B. (2011b). Interpersonal emotion transfer: Contagion and social appraisal. Social and Personality Psychology Compass, 5(7), 428–439.Google Scholar
Parkinson, B., Fisher, A. H., & Manstead, A. S. R. (2005). Emotion in social relations: Cultural, group, and inter-personal processes. New York, NY: Psychology Press.Google Scholar
Parkinson, B., & Manstead, A. S. R. (1992). Appraisal as a cause of emotion. In Clark, M. S. (Ed.), Review of personality and social psychology, No. 13. Emotion (pp. 122–149). Thousand Oaks, CA: Sage.Google Scholar
Parkinson, B., (2015). Current emotion research in social psychology: Thinking about emotions and other people. Emotion Review, 7(4), 371–380.Google Scholar
Parkinson, B., Phiri, N., & Simons, G. (2012). Bursting with anxiety: Adult social referencing in an interpersonal Balloon Analogue Risk Task (BART). Emotion, 12(4), 817–826.Google Scholar
Parkinson, B., & Simons, G. (2009). Affecting others: Social appraisal and emotion contagion in everyday decision making. Personality and Social Psychology Bulletin, 35(8), 1071–1084.Google Scholar
Perret-Clermont, A.-N. (1980). Social interaction and cognitive development in children. London, UK: Academic Press.Google Scholar
Piaget, J. (1936). La naissance de l’intelligence chez l’enfant. Neuchâtel and Paris: Delachaux et Niestlé.Google Scholar
Repacholi, B. M., & Meltzoff, A. N. (2007). Emotional eavesdropping: Infants selectively respond to indirect emotional signals. Child Development, 78, 503–521.Google Scholar
Rogoff, B. (2003). The cultural nature of human development. Oxford, UK: Oxford University Press.Google Scholar
Roseman, I. J. (1984). Cognitive determinants of emotion: A structural theory. In Shaver, P. (Ed.), Review of personality in social psychology (Vol. 5, pp. 11–36). Beverly Hills, CA: Sage.Google Scholar
Roseman, I. J. (1991). Appraisal determinants of discrete emotions. Cognition & Emotion, 5(3), 161–200.Google Scholar
Scherer, K. R. (1984a). Emotion as a multicomponent process: A model and some cross-cultural data. Review of Personality & Social Psychology, 5, 37–63.Google Scholar
Scherer, K. R. (1984b). On the nature and function of emotion: A component process approach. In Scherer, K. R. & Ekman, P. (Eds.), Approaches to emotion (pp. 293–318). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Scherer, K. (1994). An emotion’s occurrence depends on the relevance of an event to the organism’s goal/need hierarchy. In Ekman, P. & Davidson, R. (Eds.), The nature of emotion: Fundamental questions (pp. 227–231). New York, NY: Oxford University Press.Google Scholar
Smith, C. A., & Ellsworth, P. C. (1985). Patterns of cognitive appraisal in emotion. Journal of Personality and Social Psychology, 48(4), 813–838.Google Scholar
Sorce, J. F., Emde, R. N., Campos, J. J., & Klinnert, M. D. (1985). Maternal emotional signaling: Its effect on the visual cliff behavior of one-year-olds. Developmental Psychology, 21, 195–200.Google Scholar
Stern, D. (1985). The interpersonal world of the infant. New York, NY: Basic Books.Google Scholar
van der Schalk, J., Kuppens, T., Bruder, M., & Manstead, A. S. (2015). The social power of regret: The effect of social appraisal and anticipated emotions on fair and unfair allocations in resource dilemmas. Journal of Experimental Psychology: General, 144(1), 151.Google Scholar
van Schaik, C. P., Ancrenaz, M., Borgen, G., Galdidas, B., Knott, C. D., Singleton, I., … Merrill, M. (2003). Orangutan cultures and the evolution of material culture. Science, 299, 102–105.Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher cognitive processes. Cambridge, MA: Harvard University Press.Google Scholar
Walden, T. A., & Baxter, A. (1989). The effect of context and age on social referencing. Child Development, 60(6), 1511–1518.Google Scholar
Walden, T. A., & Ogan, T. A. (1988). The development of social referencing. Child development, 59, 1230–1240.Google Scholar
Walle, E. A., Reschke, P. J., & Knothe, J. M. (2017). Social referencing: Defining and delineating a basic process of emotion. Emotion Review, 9, 245–252.Google Scholar
Zarbatany, L., & Lamb, M. E. (1985). Social referencing as a function of information source: Mothers versus strangers. Infant Behavior and Development, 8(1), 25–33.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×