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Tricia Striano Skoler is the Head of the Independent Research Group on Cultural Ontogeny at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany.
Striano was born in Weymouth Massachusetts. She obtained her BA in psychology from The College of the Holy Cross. She obtained her Ph.D. in psychology from Emory University in 2000, after which she became Head of the Independent Research Group on Cultural Ontogeny at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. In 2004,
Tricia Striano received the Sofia Kovalevskaya Award [1] of the Alexander von Humboldt Foundation and the Sanctae Crucis Award of the College of the Holy Cross. She built the Neurocognition and Development Research Group at the Max Planck Institute for Human Cognitive and Brain Sciences and Center for Advanced Studies at the University of Leipzig.
In 2008, Striano obtained her Habilitation from the University of Osnabruck in Germany. Tricia Striano founded Tricia Striano Inc and brand AisforBanana®.
Striano's main area of research is social cognition and learning in infancy, using brain and behavioral measures.
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Facial perception is an individual's understanding and interpretation of the face. Here, perception implies the presence of consciousness and hence excludes automated facial recognition systems. Although facial recognition is found in other species, this article focuses on facial perception in humans.
In psychology, theory of mind refers to the capacity to understand other people by ascribing mental states to them. A theory of mind includes the knowledge that others' beliefs, desires, intentions, emotions, and thoughts may be different from one's own. Possessing a functional theory of mind is crucial for success in everyday human social interactions. People utilize a theory of mind when analyzing, judging, and inferring others' behaviors. The discovery and development of theory of mind primarily came from studies done with animals and infants. Factors including drug and alcohol consumption, language development, cognitive delays, age, and culture can affect a person's capacity to display theory of mind. Having a theory of mind is similar to but not identical with having the capacity for empathy or sympathy.
Neuroconstructivism is a theory that states that phylogenetic developmental processes such as gene–gene interaction, gene–environment interaction and, crucially, ontogeny all play a vital role in how the brain progressively sculpts itself and how it gradually becomes specialized over developmental time.
Developmental cognitive neuroscience is an interdisciplinary scientific field devoted to understanding psychological processes and their neurological bases in the developing organism. It examines how the mind changes as children grow up, interrelations between that and how the brain is changing, and environmental and biological influences on the developing mind and brain.
Joint attention or shared attention is the shared focus of two individuals on an object. It is achieved when one individual alerts another to an object by means of eye-gazing, pointing or other verbal or non-verbal indications. An individual gazes at another individual, points to an object and then returns their gaze to the individual. Scaife and Bruner were the first researchers to present a cross-sectional description of children's ability to follow eye gaze in 1975. They found that most eight- to ten-month-old children followed a line of regard, and that all 11- to 14-month-old children did so. This early research showed it was possible for an adult to bring certain objects in the environment to an infant's attention using eye gaze.
Emotional self-regulation or emotion regulation is the ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reactions as well as the ability to delay spontaneous reactions as needed. It can also be defined as extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. Emotional self-regulation belongs to the broader set of emotion regulation processes, which includes both the regulation of one's own feelings and the regulation of other people's feelings.
Interactive Specialization is a theory of brain development proposed by the British developmental cognitive neuroscientist Mark Johnson, formerly head of the Centre for Brain and Cognitive Development at Birkbeck, University of London, London and who is now Head of Psychology at the University of Cambridge.
Mark Henry Johnson is a British cognitive neuroscientist who, since October 2017, has been Professor of Experimental Psychology and Head of the Department of Psychology at the University of Cambridge. He is a Fellow of the Association for Psychological Science.
Infant cognitive development is the first stage of human cognitive development, in the youngest children. The academic field of infant cognitive development studies of how psychological processes involved in thinking and knowing develop in young children. Information is acquired in a number of ways including through sight, sound, touch, taste, smell and language, all of which require processing by our cognitive system. However, cognition begins through social bonds between children and caregivers, which gradually increase through the essential motive force of Shared intentionality. The notion of Shared intentionality describes unaware processes during social learning at the onset of life when organisms in the simple reflexes substage of the sensorimotor stage of cognitive development do not maintain communication via the sensory system.
The concept of motor cognition grasps the notion that cognition is embodied in action, and that the motor system participates in what is usually considered as mental processing, including those involved in social interaction. The fundamental unit of the motor cognition paradigm is action, defined as the movements produced to satisfy an intention towards a specific motor goal, or in reaction to a meaningful event in the physical and social environments. Motor cognition takes into account the preparation and production of actions, as well as the processes involved in recognizing, predicting, mimicking, and understanding the behavior of other people. This paradigm has received a great deal of attention and empirical support in recent years from a variety of research domains including embodied cognition, developmental psychology, cognitive neuroscience, and social psychology.
Nelson Cowan is the Curators' Distinguished Professor of Psychological Sciences at the University of Missouri. He specializes in working memory, the small amount of information held in mind and used for language processing and various kinds of problem solving. To overcome conceptual difficulties that arise for models of information processing in which different functions occur in separate boxes, Cowan proposed a more organically organized "embedded processes" model. Within it, representations held in working memory comprise an activated subset of the representations held in long-term memory, with a smaller subset held in a more integrated form in the current focus of attention. Other work has been on the developmental growth of working memory capacity and the scientific method. His work, funded by the National Institutes of Health since 1984, has been cited over 41,000 times according to Google Scholar. The work has resulted in over 250 peer-reviewed articles, over 60 book chapters, 2 sole-authored books, and 4 edited volumes.
Renée Baillargeon is a Canadian American research psychologist. An Alumni Distinguished Professor of Psychology at the University of Illinois Urbana-Champaign. Baillargeon specializes in the development of cognition in infancy.
Attentional control, colloquially referred to as concentration, refers to an individual's capacity to choose what they pay attention to and what they ignore. It is also known as endogenous attention or executive attention. In lay terms, attentional control can be described as an individual's ability to concentrate. Primarily mediated by the frontal areas of the brain including the anterior cingulate cortex, attentional control and attentional shifting are thought to be closely related to other executive functions such as working memory.
Perspective-taking is the act of perceiving a situation or understanding a concept from an alternative point of view, such as that of another individual.
Stephanie M. Carlson is an American developmental psychologist whose research has contributed to scientific understanding of the development of children's executive function skills, including psychometrics and the key roles of imagination and distancing. Carlson is Distinguished McKnight University Professor at the University of Minnesota, and co-founder of Reflection Sciences, Inc.
Catherine Tamis-LeMonda is a developmental psychologist and professor of applied psychology at New York University (NYU). She is an expert on parenting practices and the influence of parent-child social interaction on language, cognitive, and social development. She has co-edited numerous volumes on parenting and early child development including the Handbook of Father Involvement: Multidisciplinary Perspectives and Child Psychology: A Handbook of Contemporary Issues and Gender Roles in Immigrant Families.
The first half of the topic of agency deals with the behavioral sense, or outward expressive evidence thereof. In behavioral psychology, agents are goal-directed entities that are able to monitor their environment to select and perform efficient means-ends actions that are available in a given situation to achieve an intended goal. Behavioral agency, therefore, implies the ability to perceive and to change the environment of the agent. Crucially, it also entails intentionality to represent the goal-state in the future, equifinal variability to be able to achieve the intended goal-state with different actions in different contexts, and rationality of actions in relation to their goal to produce the most efficient action available. Cognitive scientists and Behavioral psychologists have thoroughly investigated agency attribution in humans and non-human animals, since social cognitive mechanisms such as communication, social learning, imitation, or theory of mind presuppose the ability to identify agents and differentiate them from inanimate, non-agentive objects. This ability has also been assumed to have a major effect on inferential and predictive processes of the observers of agents, because agentive entities are expected to perform autonomous behavior based on their current and previous knowledge and intentions. On the other hand, inanimate objects are supposed to react to external physical forces.
The eye-contact effect is a psychological phenomenon in human selective attention and cognition. It is the effect that the perception of eye contact with another human face has on certain mechanisms in the brain. This contact has been shown to increase activation in certain areas of what has been termed the ‘social brain’. This social brain network processes social information as the face, theory of mind, empathy, and goal-directedness.
Malinda Carpenter,Ph.D, FRSE is a professor of developmental psychology at the University of St Andrews, an international researcher specialising in infant and child communications, prosocial behaviour and group reactions, in how people learn to understand others, and building self esteem; her work includes research between ape and human social cognition, and more recently in considering human-robotic communication futures.
Philippe Rochat is a developmental psychologist known for his research on social cognition, development of a sense of self, and moral development in infancy and early childhood. He holds the position of Professor of Psychology and Director of the Infant and Child Lab at Emory University.
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