Résultat de la recherche
Affective Social Learning. A Lens for Developing a Fuller Picture of Socialization Processes
Affective Social Learning serves as a quick and flexible complement to TTOM
Although we applaud the general aims of the target article, we argue that Affective Social Learning completes TTOM by pointing out how emotions can provide another route to acquiring culture, a route which may be quicker, more flexible, and even closer to an axiological definition of culture (less about what is, and more about what should be) than TTOM itself.
Social Appraisal and Social Referencing: Two Components of Affective Social Learning
Social learning is likely to include affective processes: it is necessary for newcomers to discover what value to attach to objects, persons, and events in a given social environment. This learning relies largely on the evaluation of others’ emotional expressions. This study has two objectives. Firstly, we compare two closely related concepts that are employed to describe the use of another person’s appraisal to make sense of a given situation: social appraisal and social referencing. We contend that social referencing constitutes a type of social appraisal. Secondly, we introduce the concept of affective social learning with the hope that it may help to discriminate the different ways in which emotions play a critical role in the processes of socialization.
The rise of affectivism
Research over the past decades has demonstrated the explanatory power of emotions, feelings, motivations, moods, and other affective processes when trying to understand and predict how we think and behave. In this consensus article, we ask: has the increasingly recognized impact of affective phenomena ushered in a new era, the era of affectivism?
Foundations of Affective Social Learning Conceptualizing the Social Transmission of Value
Apprentissage social affectif et appréciation de l'émotion: structuration des interactions socioémotionnelles
This paper highlights a novel concept that focuses on obtaining knowledge through the observation of others. In the same way as social learning is concerned with learning from others how to use objects in the environment through various forms of imitation, what we have called 'affective social learning' is concerned with learning how to value objects in the environment through the emotional expressions of others. This paper also looks to highlight the importance of taking a relational view of emotion recognition – what I have called emotion appreciation. This concept offers a more holistic approach than just focusing on facial emotion recognition and, in my opinion, is more likely to help the infant or the newcomer understand how to value the objects in their new environment.
The ABC of Social Learning: Affect, Behavior, and Cognition
Debates concerning social learning in the behavioral and the developmental cognitive sciences have largely ignored the literature on social influence in the affective sciences despite having arguably the same object of study. We argue that this is a mistake and that no complete model of social learning can exclude an affective aspect. In addition, we argue that including affect can advance the somewhat stagnant debates concerning the unique characteristics of social learning in humans compared to other animals. We first review the two major bodies of literature in nonhuman animals and human development, highlighting the fact that the former has adopted a behavioral approach while the latter has adopted a cognitive approach, leading to irreconcilable differences. We then introduce a novel framework, affective social learning (ASL), that studies the way we learn about value(s). We show that all three approaches are complementary and focus, respectively, on behavior toward; cognitions concerning; and feelings about objects, events, and people in our environment. All three thus contribute to an affective, behavioral, and cognitive (ABC) story of knowledge transmission: the ABC of social learning. In particular, ASL can provide the backbone of an integrative approach to social learning. We argue that this novel perspective on social learning can allow both evolutionary continuity and ontogenetic development by lowering the cognitive thresholds that appear often too complex for other species and nonverbal infants. Yet, it can also explain some of the major achievements only found in human cultures.