Vasudevi Reddy
Biographic Data
| ID | 3658419 |
|---|---|
| NAME | Vasudevi Reddy |
| GIVEN NAMES | Vasudevi |
| FAMILY NAME | Reddy |
| SIGNATURE | REDDY V |
| AFFILIATIONS | University of Portsmouth |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Emotional Engagement and Social Understanding in Early Development
This chapter argues that the emotions are a constitutive part of the development of social understanding and therefore that it is deeply problematic to conceptualize emotion as psychologically separate from the emergence of our understanding of persons as subjects. In other words, the authors argue that emotion should not be seen as an “independent variable” in the development of social understanding. Emotions conceived more broadly as vitality a…
Making Sense of Infants’ Differential Responses to Incongruity
Infants show strikingly different reactions to incongruity: looking or smiling. The former occurs in response to magical events and the latter to humorous events. We argue that these reactions depend largely on the respective experimental methodologies employed, including the popular violation of expectation (VOE) paradigm. Although both types of studies involve infants’ reactions to incongruity, their literatures have yet to confront each other,…
The concept of culture
Questioning traditions and conventions was part of the postmodern order of the 1980s and 1990s. Some social scientists were questioning whether universal laws characterize human functioning and dev
Meeting infant affect
Emotions remain something of a mystery for most of us even when we accept their centrality to development in general and to infancy in particular. I make 2 arguments in this paper. One: that the most crucial thing about emotions is that they allow mutuality of engagement with other emotional beings-not only evoking responses, but also provoking further emotions in others. Mutual engagements-sometimes called moments of meeting or encounters with o…
Why Engagement?
In this chapter I attempt to tease apart the meanings of various terms sometimes confusingly used in understanding the importance of second-person engagements in infant social cognition. Engagement itself may be a continuum rather than a category, may occur in a multiplicity of modes and dimensions rather than a singularity, and may occur with things as well as people. Nonetheless, the difference between second and third-person engagements is cru…
Synchrony, Co‐Eating and Communication During Complementary Feeding in Early Infancy
The transition from milk to complementary food is a crucial but difficult process, requiring considerable adult sensitivity. We know little about the relationship between maternal feeding behaviors and infant willingness to eat at the onset of complementary feeding ( CF ), and we know even less about how these patterns might vary across cultures. Thirty‐seven dyads (15 from the UK and 22 from Italy) took part in a longitudinal study, during which…
Using the Parent–infant Relationship Global Assessment Scale to Identify Caregiver–infant/Toddler Dyads With Abusive Relationship Patterns in Six European Countries
The study examined whether the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised Edition (DC: 0–3R; ZERO TO THREE, 2005) Parent–Infant Relationship Global Assessment Scale (PIR‐GAS) is applicable to six European countries and contributes to the identification of caregiver–infant/toddler dyads with abusive relationship patterns. The sample consisted of 115 dyads with children's ages rang…
Self in Culture
Toward a second-person neuroscience
In spite of the remarkable progress made in the burgeoning field of social neuroscience, the neural mechanisms that underlie social encounters are only beginning to be studied and could – paradoxically – be seen as representing the “dark matter” of social neuroscience. Recent conceptual and empirical developments consistently indicate the need for investigations that allow the study of real-time social encounters in a truly interactive manner. Th…
The emergent practice of infant compliance
Complying with directives is an important indicator of developing cooperativeness and of the awareness of others' intentions for one's own actions. Nonetheless, little is known about the early emergence of compliance. In the present longitudinal study, we explore this phenomenon in naturalistic settings in two cultural groups. Nine middle-class urban families in the United Kingdom and 13 middle-class urban families in India were videotaped at hom…
How Infants Know Minds
Perspectives on de Waal’s Primates and Philosophers
Failing to See the Irony in ‘Mind-Reading’
We are puzzled by Szilvia Papp's response to the recent Special Issue of Theory & Psychology devoted to critiques of and alternatives to Theory of Mind. Although Papp is a linguist with a special interest not only in Theory of Mind but also in ‘Relevance Theory’, we can find no reference in her response to the critical issues raised in the Special Issue, nor any defence of the dualist metaphysics behind Theory of Mind. Instead, she presents us wi…
Participants Don’t Need Theories
The theory-theory is not supported by evidence in the everyday actions of infants and toddlers whose lives a Theory of Mind is meant radically to transform. This paper reviews some of these challenges to the theory-theory, particularly from communication and deception. We argue that the theory’s disconnection from action is both inevitable and paradoxical. The mind–behaviour dualism upon which it is premised requires a conceptual route to knowing…
Sharing humour and laughter in autism and Down's syndrome
Everyday humour and laughter can tell us about children's ability to engage with and understand others. A group of 19 pre-school children with autism and 16 pre-school children with Down's syndrome, matched on non-verbal mental age, participated in a cross-sectional study. Parental reports revealed no group differences in overall frequencies of laughter or laughter at tickling, peekaboo or slapstick. However, in the autism group, reported laughte…
Rethinking the Development of “Nonbasic” Emotions
Essay Review
Teaching Three Year‐Olds to Pass False Belief Tests
A training procedure was developed for teaching three year‐old children to pass a standard false belief task. A series of 4 video sequences was developed, in each of which a child showed surprise following the unexpected transfer of an object. A group of 23 three year‐olds who failed a standard false belief task took part in 8 discussions of the 4 video clips, over a period of two weeks, and were compared with a control group of 23 task‐failers w…
The Basis for Understanding Belief
Sharing humour and laughter in autism and Down's syndrome
Everyday humour and laughter can tell us about children's ability to engage with and understand others. A group of 19 pre-school children with autism and 16 pre-school children with Down's syndrome, matched on non-verbal mental age, participated in a cross-sectional study. Parental reports revealed no group differences in overall frequencies of laughter or laughter at tickling, peekaboo or slapstick. However, in the autism group, reported laughte…
Meeting infant affect
Emotions remain something of a mystery for most of us even when we accept their centrality to development in general and to infancy in particular. I make 2 arguments in this paper. One: that the most crucial thing about emotions is that they allow mutuality of engagement with other emotional beings-not only evoking responses, but also provoking further emotions in others. Mutual engagements-sometimes called moments of meeting or encounters with o…
Using the Parent–infant Relationship Global Assessment Scale to Identify Caregiver–infant/Toddler Dyads With Abusive Relationship Patterns in Six European Countries
The study examined whether the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised Edition (DC: 0–3R; ZERO TO THREE, 2005) Parent–Infant Relationship Global Assessment Scale (PIR‐GAS) is applicable to six European countries and contributes to the identification of caregiver–infant/toddler dyads with abusive relationship patterns. The sample consisted of 115 dyads with children's ages rang…
The emergent practice of infant compliance
Complying with directives is an important indicator of developing cooperativeness and of the awareness of others' intentions for one's own actions. Nonetheless, little is known about the early emergence of compliance. In the present longitudinal study, we explore this phenomenon in naturalistic settings in two cultural groups. Nine middle-class urban families in the United Kingdom and 13 middle-class urban families in India were videotaped at hom…
Teaching Three Year‐Olds to Pass False Belief Tests
A training procedure was developed for teaching three year‐old children to pass a standard false belief task. A series of 4 video sequences was developed, in each of which a child showed surprise following the unexpected transfer of an object. A group of 23 three year‐olds who failed a standard false belief task took part in 8 discussions of the 4 video clips, over a period of two weeks, and were compared with a control group of 23 task‐failers w…
The Basis for Understanding Belief
Essay Review
Teaching Three Year‐Olds to Pass False Belief Tests
A training procedure was developed for teaching three year‐old children to pass a standard false belief task. A series of 4 video sequences was developed, in each of which a child showed surprise following the unexpected transfer of an object. A group of 23 three year‐olds who failed a standard false belief task took part in 8 discussions of the 4 video clips, over a period of two weeks, and were compared with a control group of 23 task‐failers w…
Rethinking the Development of “Nonbasic” Emotions
Sharing humour and laughter in autism and Down's syndrome
Everyday humour and laughter can tell us about children's ability to engage with and understand others. A group of 19 pre-school children with autism and 16 pre-school children with Down's syndrome, matched on non-verbal mental age, participated in a cross-sectional study. Parental reports revealed no group differences in overall frequencies of laughter or laughter at tickling, peekaboo or slapstick. However, in the autism group, reported laughte…
Participants Don’t Need Theories
The theory-theory is not supported by evidence in the everyday actions of infants and toddlers whose lives a Theory of Mind is meant radically to transform. This paper reviews some of these challenges to the theory-theory, particularly from communication and deception. We argue that the theory’s disconnection from action is both inevitable and paradoxical. The mind–behaviour dualism upon which it is premised requires a conceptual route to knowing…
Failing to See the Irony in ‘Mind-Reading’
We are puzzled by Szilvia Papp's response to the recent Special Issue of Theory & Psychology devoted to critiques of and alternatives to Theory of Mind. Although Papp is a linguist with a special interest not only in Theory of Mind but also in ‘Relevance Theory’, we can find no reference in her response to the critical issues raised in the Special Issue, nor any defence of the dualist metaphysics behind Theory of Mind. Instead, she presents us wi…
How Infants Know Minds
Perspectives on de Waal’s Primates and Philosophers
Toward a second-person neuroscience
In spite of the remarkable progress made in the burgeoning field of social neuroscience, the neural mechanisms that underlie social encounters are only beginning to be studied and could – paradoxically – be seen as representing the “dark matter” of social neuroscience. Recent conceptual and empirical developments consistently indicate the need for investigations that allow the study of real-time social encounters in a truly interactive manner. Th…
The emergent practice of infant compliance
Complying with directives is an important indicator of developing cooperativeness and of the awareness of others' intentions for one's own actions. Nonetheless, little is known about the early emergence of compliance. In the present longitudinal study, we explore this phenomenon in naturalistic settings in two cultural groups. Nine middle-class urban families in the United Kingdom and 13 middle-class urban families in India were videotaped at hom…
Self in Culture
Using the Parent–infant Relationship Global Assessment Scale to Identify Caregiver–infant/Toddler Dyads With Abusive Relationship Patterns in Six European Countries
The study examined whether the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised Edition (DC: 0–3R; ZERO TO THREE, 2005) Parent–Infant Relationship Global Assessment Scale (PIR‐GAS) is applicable to six European countries and contributes to the identification of caregiver–infant/toddler dyads with abusive relationship patterns. The sample consisted of 115 dyads with children's ages rang…
Why Engagement?
In this chapter I attempt to tease apart the meanings of various terms sometimes confusingly used in understanding the importance of second-person engagements in infant social cognition. Engagement itself may be a continuum rather than a category, may occur in a multiplicity of modes and dimensions rather than a singularity, and may occur with things as well as people. Nonetheless, the difference between second and third-person engagements is cru…
Synchrony, Co‐Eating and Communication During Complementary Feeding in Early Infancy
The transition from milk to complementary food is a crucial but difficult process, requiring considerable adult sensitivity. We know little about the relationship between maternal feeding behaviors and infant willingness to eat at the onset of complementary feeding ( CF ), and we know even less about how these patterns might vary across cultures. Thirty‐seven dyads (15 from the UK and 22 from Italy) took part in a longitudinal study, during which…
Meeting infant affect
Emotions remain something of a mystery for most of us even when we accept their centrality to development in general and to infancy in particular. I make 2 arguments in this paper. One: that the most crucial thing about emotions is that they allow mutuality of engagement with other emotional beings-not only evoking responses, but also provoking further emotions in others. Mutual engagements-sometimes called moments of meeting or encounters with o…
Making Sense of Infants’ Differential Responses to Incongruity
Infants show strikingly different reactions to incongruity: looking or smiling. The former occurs in response to magical events and the latter to humorous events. We argue that these reactions depend largely on the respective experimental methodologies employed, including the popular violation of expectation (VOE) paradigm. Although both types of studies involve infants’ reactions to incongruity, their literatures have yet to confront each other,…
The concept of culture
Questioning traditions and conventions was part of the postmodern order of the 1980s and 1990s. Some social scientists were questioning whether universal laws characterize human functioning and dev
Emotional Engagement and Social Understanding in Early Development
This chapter argues that the emotions are a constitutive part of the development of social understanding and therefore that it is deeply problematic to conceptualize emotion as psychologically separate from the emergence of our understanding of persons as subjects. In other words, the authors argue that emotion should not be seen as an “independent variable” in the development of social understanding. Emotions conceived more broadly as vitality a…
Psychology (17 works) · Developmental psychology (11 works) · Cognitive psychology (9 works) · Social Psychology (9 works) · Child and Animal Learning Development (8 works) · Epistemology (7 works) · Cognition (5 works) · Computer Science (5 works) · Cognitive science (4 works) · Infant Health and Development (4 works)