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-gbm5v Total loading time: 0 Render date: 2024-12-22T21:52:39.616Z Has data issue: false hasContentIssue false

Conclusion

Laying the foundations of 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 novel concept that aims to conceptualize the transmission of social value. Within the pages of this volume, this simple idea and our presentation of it has already inspired researchers from different disciplines to address what this might mean for their research and for affective science more generally. In this concluding chapter, we restate the motivation for coming up with the concept in the first place, with its origins in psychological and philosophical emotion theory most obviously, but also in anthropology, comparative psychology and sociology. We also insist on the novelty of the concept, undoubtedly due, at least in part, to its multidisciplinary origins. While avoiding the temptation to explicitly answer the points raised by the chapter authors one by one, we address the main points implicitly by either modifying or reformulating aspects of affective social learning before highlighting the points that we think most urgently need to be focused on in future research. While we will of course be continuing our research in this area, we hope that this chapter and indeed this volume more generally will continue to inspire others to join us in this project. In other words, and to paraphrase the title of this volume, we hope to have transmitted the value of affective social learning, socially speaking.

Keywords

Affective social learningvaluessocializationsocial appraisalsocial referencingnatural pedagogycultureemotion contagion
Type
Chapter
Information
Foundations of Affective Social Learning
Conceptualizing the Social Transmission of Value
 , pp. 234 - 250
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

Alcaro, A., & Panksepp, J. (2011). The seeking mind: Primal neuro-affective substrates for appetitive incentive states and their pathological dynamics in addictions and depression. Neuroscience and Biobehavioral Reviews, 35(9), 1805–1820.Google Scholar
Bernard, S., Proust, J., & Clément, F. (2015) Four- to 6-year-old children’s sensitivity to reliability versus consensus in the endorsement of object labels. Child Development, 86, 1112–1124.CrossRefGoogle Scholar
Bourdieu, P. (1998) Practical reason, on the theory of action. Stanford, CA: Stanford University Press.Google Scholar
Byrne, D. (1997). An overview (and underview) of research and theory within the attraction paradigm. Journal of Social and Personal Relationships, 14(3), 417–431.CrossRefGoogle Scholar
Camras, L. A., & Halberstadt, A. G. (2017). Emotional development through the lens of affective social competence. Current Opinion in Psychology, 17, 113–117.CrossRefGoogle ScholarPubMed
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., Bernard, S., Grandjean, D., & Sander, D. (2013). Emotional expression and vocabulary learning in adults and children. Cognition and Emotion, 27, 539–548.CrossRefGoogle ScholarPubMed
Clément, F., & Dukes, D. (2013). The role of interest in the transmission of social values. Frontiers in Psychology, 4, 349.Google Scholar
Clément, F., & Dukes, D. (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
Corriveau, K. H., & Harris, P. L. (2010). Preschoolers (sometimes) defer to the majority in making simple perceptual judgments. Developmental Psychology, 46, 437.Google Scholar
Damasio, A. R. (1994). Descartes’ error: Emotion, rationality and the human brain. New York, NY: Putnam.Google Scholar
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.Google 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.CrossRefGoogle Scholar
Fischer, M. (2009). Capitalist realism: Is there no alternative. Ropley, UK: Zero Books, John Hunt Publishing.Google Scholar
Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective social competence. Social Development, 10, 79–119.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
Jameson, F. (2003). Future city. New Left Review, 21, 76.Google Scholar
Koenig, M. A., Clément, F., & Harris, P. L. (2004). Trust in testimony: Children’s use of true and false statements. Psychological Science, 15, 694–698.Google Scholar
Mascaro, O., & Sperber, D. (2009). The moral, epistemic, and mindreading components of children’s vigilance towards deception. Cognition, 112, 367–80.CrossRefGoogle ScholarPubMed
Morgan, T. J. H., Laland, K. N., & Harris, P. L. (2015). The development of adaptive conformity in young children: Effects of uncertainty and consensus. Developmental Science, 18, 511–524.Google Scholar
Mumenthaler, C., & Sander, D. (2012). Social appraisal influences recognition of emotions. Journal of Personality and Social Psychology, 102(6), 1118–1135.CrossRefGoogle ScholarPubMed
Mumenthaler, C., (2015). Automatic integration of social information in emotion recognition. Journal of Experimental Psychology: General, 144(2), 392–399.Google Scholar
Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37, 102–113.Google Scholar
Parkinson, B. (2017). Comment: Respecifying emotional influence. Emotion Review, 9(3), 263–265.CrossRefGoogle ScholarPubMed
Planalp, S. (1999). Communicating emotion: Social, moral, and cultural processes. Cambridge, UK: Cambridge University Press.CrossRefGoogle 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
Sperber, D. (1996). Explaining culture: A naturalistic approach. Oxford, UK: Blackwell.Google Scholar
Sperber, D., Clément, F., Heintz, C., Mascaro, O., Mercier, H., Origgi, G., & Wilson, D. (2010) Epistemic vigilance. Mind & Language, 25(4), 359–393.Google Scholar
Todorov, A. (2008). Evaluating faces on trustworthiness: An extension of systems for recognition of emotions signaling approach/avoidance behaviors. Annals of the New York Academy of Sciences, 1124, 208–224.CrossRefGoogle ScholarPubMed
Tomasello, M., & Rakoczy, H. (2003). What makes human cognition unique? From individual to shared to collective intentionality. Mind and Language, 18, 121–147.Google Scholar
Trevarthen, C. (1979). Communication and cooperation in early infancy. A description of primary intersubjectivity. In Bullowa, M. (Ed.), Before speech: The beginning of human communication (pp. 321–347). Cambridge, UK: Cambridge University Press.Google Scholar
van Kleef, G. A. (2009). How emotions regulate social life: The emotions as social information (EASI) model. Current Directions in Psychological Science, 18, 184–188.CrossRefGoogle Scholar
van Kleef, G. A. (2016). The interpersonal dynamics of emotion: Toward an integrative theory of emotions as social information. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
van Kleef, G. A., de Dreu, C. K. W., & Manstead, A. S. R. (2010). An inter- personal approach to emotion in social decision making: The emotions as social information model. Advances in Experimental Social Psychology, 42, 45–96Google 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
×