Jeremy I M Carpendale
Biographic Data
| ID | 1464131 |
|---|---|
| NAME | Jeremy I M Carpendale |
| GIVEN NAMES | Jeremy I M |
| FAMILY NAME | Carpendale |
| SIGNATURE | CARPENDALE J I M |
| AFFILIATIONS | Simon Fraser University |
| ORCID | 0000-0002-7540-948X |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 43 |
| WORKS AS AUTHOR | 30 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Mutual Joy
The mutual enjoyment infants and caregivers experience when interacting with each other forms the foundation for human forms of communication, which then makes human languages and thinking possible. We explore the role of emotions and mutually joyful interaction in structuring the relationships in which communication emerges. Understanding communicative development is facilitated by reflecting on the social and emotional cradle infants experience…
A Genealogy of Gestures
Communicative development can be better understood by examining the diversity of gestures and how various forms of gestures are interlinked in their developmental origins – their genealogy. To draw attention to the differences and interrelations among forms of gestures, we group gestures into three families based on their developmental origins: (1) action-based gestures that develop from infants’ spontaneous actions that others respond to; (2) co…
Emotional Development Across Cultures
The biological characteristics of human infants set up a developmental trajectory toward forming emotional attachments with caregivers. The caregiver–infant system sets the stage for later development and learning through these early interactions in a bidirectional manner. This system is common across cultures and social contexts, and therefore we see similar emotion recognition, production, and communication across diverse contexts in the first …
The Development of Giving in Forms of Object Exchange
Giving is an act of great social importance across cultures, with communicative as well as moral dimensions because it is linked to sharing and fairness. We critically evaluate various explanations for how this social process develops in infancy and take a process-relational approach, using naturalistic observations to illustrate forms of interaction involving the exchange of objects and possible developmental trajectories for the emergence of di…
From touching to communicating
Infants can extend their index fingers soon after birth, yet pointing gestures do not emerge until about 10 to 12 months. In the present study, we draw on the process-relational view, according to which pointing develops as infants learn how others respond to their initially non-communicative index finger use. We report on a longitudinal maternal diary study of 15 infants and describe four types of index finger use in the first year. Analysis of …
Taking Natural History Seriously in Studying the Social Formation of Thinking
Michael Tomasello's [2014] ambitious goal in his new book A Natural History of Human Thinking is to describe the evolution and, to a lesser extent, the development of uniquely human forms of thinking. His approach to this problem is to imagine the evolution of humans from a common ancestor with chimpanzees and to “reconstruct the evolutionary origins of this uniquely human objective-reflective-normative thinking” (p. 4). Titles including the term…
On the Nature of Toddlers' Helping
Toddlers' helping has been interpreted as early evidence of cooperation and altruism. We consider whether this important social activity might, instead, be due to toddlers' interest in participating in the activity of others, and we illustrate this possibility with diary observations of infants' social and communicative development. This alternative view of toddlers' helping as one manifestation of a more‐general tendency for social engagement re…
Helping Children Help
Theory and empirical research suggest that parental scaffolding of children's participation in chores may contribute to the development of early helping. Sixty mother–child dyads with toddlers between 18 and 24 months of age were assessed on two measures of scaffolding (during a cleanup chore; reading an emotionally laden book together). Children's helping was assessed in five tasks with an experimenter, and children were also assessed for social…
Meaning and Mind from the Perspective of Dualist versus Relational Worldviews
Worldviews consist of preconceptions about the nature of mind, knowledge, and meaning, and these assumptions influence theorizing about human development and the interpretation of research. We outline two contrasting worldviews - dualist versus relational - and explicate the implications of such preconceptions for studying the development of pointing gestures. Pointing is a pivotal social skill that is an aspect of social understanding, as well a…
Understanding Common Developmental Timetables across Cultures from a Developmental Systems Perspective
Evidence that the development of communicative skills is influenced by the nature of children’s social experience raises the question of how such development occurs in cultures that differ in the nature and amount of social interaction that young children experience. Lieven and Stoll [this issue] address this question in their article ‘‘Early communicative development in two cultures’’ in which they report a longitudinal naturalistic study of ear…
Developing gestures for no and yes
Yes and no , or acceptance and refusal, are widespread communicative skills that are common across cultures. Although nodding and shaking the head are common ways to express these seemingly simple responses, these gestures develop later than others such as pointing. We analyzed diary observations from eight infants to investigate the origins of these gestures, why they develop later than other early gestures, and why nodding the head to indicate …
Flaws in the Notion of Rational Imitation
The effects of parental scaffolding on preschoolers' executive function
The present study explores the effects of parental scaffolding of children's problem solving on the development of executive function (EF). Eighty-two children were assessed at 2, 3, and 4 years of age on a variety of EF tasks and, at ages 2 and 3, on a problem-solving puzzle with which parents offered structured assistance (i.e., scaffolding). Unlike previous studies of parental scaffolding, children's EF was examined at each time point. Scaffol…
Contents, Vol. 35, 1992
The Development of Pointing
Although there is consensus about the importance of early communicative gestures such as pointing, there is an ongoing debate regarding how infants develop the ability to understand and produce pointing gestures. We review competing theories regarding this development and use observations from a diary study of infants’ social development, focusing primarily on one infant from 6 to 14 months to illustrate a currently neglected view of the developm…
Michael Chapman 1947–1991
Relation Between Maternal Contingent Responsiveness and Infant Social Expectations
This study investigated the relation between maternal contingent responsiveness and 4‐ and 5‐month‐old infants' ( N = 64) social expectation behavior in a still‐face procedure. Mothers were asked to interact with their infants for 2 min (interactive phase), remain still‐faced for 1 min (still‐face phase), and resume interaction for 2 min. Mother and infant behavior was assessed for the frequency of infant and mother smiles, mother smiles that wer…
Parental scaffolding and the development of executive function
Research has demonstrated that differential parental scaffolding utterances influence children's development of executive function. Traditional conceptualizations of scaffolding, though, have difficulty in explaining how such differential effects influence children's cognitive development; they do not account for the timing of parental utterances with respect to children's currently occurring activities. We present a study examining the relations…
Introduction
The term executive function is used increasingly within developmental psychology and is often taken to refer to unfolding brain processes. We trace the origins of research on executive function to show that the link with social interaction has a long history. We suggest that a recent frenzy of research exploring methods for studying individual executive skills should pay more attention to the tradition exploring the role of social interaction in …
Social Life and Social Knowledge
Current developmental theorizing faces a number of dilemmas, if not aporias. The three most relevant ones that provide offspring for different approaches within developmental psychology are (1) the “identity dilemma,” posing the question: how it is possible to consider oneself as the same in the face of constant change; (2) the “uniqueness dilemma”: whether it is possible to consider oneself as unique in the face of being the same as everyone els…
Cross‐sectional and longitudinal relations between mother‐child talk about conflict and children's social understanding
We examined the relations between the ways 48 mothers and their 3‐ to 5‐year‐olds talked about a conflict depicted in a picture book and their children's current and subsequent level of social understanding. We distinguished explanatory talk, which directed attention to the actions that generated the conflict, from non‐explanatory talk, which discussed the conflict in terms of, for example, making up or saying sorry. Controlling for child age and…
How children develop social understanding
The authors take an integrated view of the development of children's social understanding, bringing out the connections between mental state understanding and their understanding of language, social skills, morality, and emotions. A focus on language is central to their approach, since they propose that language both reflects understanding and facilitates its further development
Constructing an understanding of mind
Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding…
Colloquy on a Community of Minds
Kohlberg and Piaget on Stages and Moral Reasoning
The effects of parental scaffolding on preschoolers' executive function
The present study explores the effects of parental scaffolding of children's problem solving on the development of executive function (EF). Eighty-two children were assessed at 2, 3, and 4 years of age on a variety of EF tasks and, at ages 2 and 3, on a problem-solving puzzle with which parents offered structured assistance (i.e., scaffolding). Unlike previous studies of parental scaffolding, children's EF was examined at each time point. Scaffol…
Developing gestures for no and yes
Yes and no , or acceptance and refusal, are widespread communicative skills that are common across cultures. Although nodding and shaking the head are common ways to express these seemingly simple responses, these gestures develop later than others such as pointing. We analyzed diary observations from eight infants to investigate the origins of these gestures, why they develop later than other early gestures, and why nodding the head to indicate …
Helping Children Help
Theory and empirical research suggest that parental scaffolding of children's participation in chores may contribute to the development of early helping. Sixty mother–child dyads with toddlers between 18 and 24 months of age were assessed on two measures of scaffolding (during a cleanup chore; reading an emotionally laden book together). Children's helping was assessed in five tasks with an experimenter, and children were also assessed for social…
Structured flexibility of moral judgment
One of the central assumptions of Kohlberg's theory of moral development--that moral judgment is organized in structures of the whole--was examined. Thirty men and 30 women were given 2 dilemmas from Kohlberg's Moral Judgment Interview, a 3rd involving prosocial behavior, and a 4th involving impaired driving. Half the Ss responded to the prosocial and impaired-driving dilemmas from the perspective of a hypothetical character, and half responded f…
On the Nature of Toddlers' Helping
Toddlers' helping has been interpreted as early evidence of cooperation and altruism. We consider whether this important social activity might, instead, be due to toddlers' interest in participating in the activity of others, and we illustrate this possibility with diary observations of infants' social and communicative development. This alternative view of toddlers' helping as one manifestation of a more‐general tendency for social engagement re…
Social Life and Social Knowledge
Current developmental theorizing faces a number of dilemmas, if not aporias. The three most relevant ones that provide offspring for different approaches within developmental psychology are (1) the “identity dilemma,” posing the question: how it is possible to consider oneself as the same in the face of constant change; (2) the “uniqueness dilemma”: whether it is possible to consider oneself as unique in the face of being the same as everyone els…
Situational variation in moral judgment
From touching to communicating
Infants can extend their index fingers soon after birth, yet pointing gestures do not emerge until about 10 to 12 months. In the present study, we draw on the process-relational view, according to which pointing develops as infants learn how others respond to their initially non-communicative index finger use. We report on a longitudinal maternal diary study of 15 infants and describe four types of index finger use in the first year. Analysis of …
Structured flexibility of moral judgment
One of the central assumptions of Kohlberg's theory of moral development--that moral judgment is organized in structures of the whole--was examined. Thirty men and 30 women were given 2 dilemmas from Kohlberg's Moral Judgment Interview, a 3rd involving prosocial behavior, and a 4th involving impaired driving. Half the Ss responded to the prosocial and impaired-driving dilemmas from the perspective of a hypothetical character, and half responded f…
Situational variation in moral judgment
Variations in Level of Moral Judgment as a Function of Type of Dilemma and Moral Choice
This study compares the predictive power of two models of moral judgment: ( a ) Kohlberg's model, which predicts stage consistency across varying content, and ( b ) a model that predicts variations in stage as a function of complex interactions between people and social contexts. Forty university students were asked to make and justify choices on three moral dilemmas—a dilemma involving the sale of defective merchandise (selling dilemma) and two …
Language and Operations in Children's Class Inclusion Reasoning
Contents Vol. 42, 1999
A Social Pragmatic Model of Talk
We present a social pragmatic model of talk-as-interaction. Talk consists of observable and orderly sequences of turns by means of which participants together construct and interpret action. The meaning of a speaker’s turn, the action accomplished, is observable in the manifest details of that turn and responses to it. We discuss methodological implications and illustrate the relevance of this social pragmatic model for theory and research on hum…
Kohlberg and Piaget on Stages and Moral Reasoning
Colloquy on a Community of Minds
Constructing an understanding of mind
Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding…
Cross‐sectional and longitudinal relations between mother‐child talk about conflict and children's social understanding
We examined the relations between the ways 48 mothers and their 3‐ to 5‐year‐olds talked about a conflict depicted in a picture book and their children's current and subsequent level of social understanding. We distinguished explanatory talk, which directed attention to the actions that generated the conflict, from non‐explanatory talk, which discussed the conflict in terms of, for example, making up or saying sorry. Controlling for child age and…
How children develop social understanding
The authors take an integrated view of the development of children's social understanding, bringing out the connections between mental state understanding and their understanding of language, social skills, morality, and emotions. A focus on language is central to their approach, since they propose that language both reflects understanding and facilitates its further development
Social Life and Social Knowledge
Current developmental theorizing faces a number of dilemmas, if not aporias. The three most relevant ones that provide offspring for different approaches within developmental psychology are (1) the “identity dilemma,” posing the question: how it is possible to consider oneself as the same in the face of constant change; (2) the “uniqueness dilemma”: whether it is possible to consider oneself as unique in the face of being the same as everyone els…
Relation Between Maternal Contingent Responsiveness and Infant Social Expectations
This study investigated the relation between maternal contingent responsiveness and 4‐ and 5‐month‐old infants' ( N = 64) social expectation behavior in a still‐face procedure. Mothers were asked to interact with their infants for 2 min (interactive phase), remain still‐faced for 1 min (still‐face phase), and resume interaction for 2 min. Mother and infant behavior was assessed for the frequency of infant and mother smiles, mother smiles that wer…
Parental scaffolding and the development of executive function
Research has demonstrated that differential parental scaffolding utterances influence children's development of executive function. Traditional conceptualizations of scaffolding, though, have difficulty in explaining how such differential effects influence children's cognitive development; they do not account for the timing of parental utterances with respect to children's currently occurring activities. We present a study examining the relations…
Introduction
The term executive function is used increasingly within developmental psychology and is often taken to refer to unfolding brain processes. We trace the origins of research on executive function to show that the link with social interaction has a long history. We suggest that a recent frenzy of research exploring methods for studying individual executive skills should pay more attention to the tradition exploring the role of social interaction in …
Contents, Vol. 35, 1992
The Development of Pointing
Although there is consensus about the importance of early communicative gestures such as pointing, there is an ongoing debate regarding how infants develop the ability to understand and produce pointing gestures. We review competing theories regarding this development and use observations from a diary study of infants’ social development, focusing primarily on one infant from 6 to 14 months to illustrate a currently neglected view of the developm…
Michael Chapman 1947–1991
Flaws in the Notion of Rational Imitation
The effects of parental scaffolding on preschoolers' executive function
The present study explores the effects of parental scaffolding of children's problem solving on the development of executive function (EF). Eighty-two children were assessed at 2, 3, and 4 years of age on a variety of EF tasks and, at ages 2 and 3, on a problem-solving puzzle with which parents offered structured assistance (i.e., scaffolding). Unlike previous studies of parental scaffolding, children's EF was examined at each time point. Scaffol…
Meaning and Mind from the Perspective of Dualist versus Relational Worldviews
Worldviews consist of preconceptions about the nature of mind, knowledge, and meaning, and these assumptions influence theorizing about human development and the interpretation of research. We outline two contrasting worldviews - dualist versus relational - and explicate the implications of such preconceptions for studying the development of pointing gestures. Pointing is a pivotal social skill that is an aspect of social understanding, as well a…
Understanding Common Developmental Timetables across Cultures from a Developmental Systems Perspective
Evidence that the development of communicative skills is influenced by the nature of children’s social experience raises the question of how such development occurs in cultures that differ in the nature and amount of social interaction that young children experience. Lieven and Stoll [this issue] address this question in their article ‘‘Early communicative development in two cultures’’ in which they report a longitudinal naturalistic study of ear…
Developing gestures for no and yes
Yes and no , or acceptance and refusal, are widespread communicative skills that are common across cultures. Although nodding and shaking the head are common ways to express these seemingly simple responses, these gestures develop later than others such as pointing. We analyzed diary observations from eight infants to investigate the origins of these gestures, why they develop later than other early gestures, and why nodding the head to indicate …
On the Nature of Toddlers' Helping
Toddlers' helping has been interpreted as early evidence of cooperation and altruism. We consider whether this important social activity might, instead, be due to toddlers' interest in participating in the activity of others, and we illustrate this possibility with diary observations of infants' social and communicative development. This alternative view of toddlers' helping as one manifestation of a more‐general tendency for social engagement re…
Helping Children Help
Theory and empirical research suggest that parental scaffolding of children's participation in chores may contribute to the development of early helping. Sixty mother–child dyads with toddlers between 18 and 24 months of age were assessed on two measures of scaffolding (during a cleanup chore; reading an emotionally laden book together). Children's helping was assessed in five tasks with an experimenter, and children were also assessed for social…
Psychology (29 works) · Child and Animal Learning Development (19 works) · Developmental psychology (18 works) · Social Psychology (17 works) · Epistemology (10 works) · Cognitive psychology (9 works) · Cognitive science (8 works) · Computer Science (8 works) · Sociology (8 works) · Linguistics (7 works)