Social Perspective-taking Research Articles

사회적 관점취득을 적용한 문화다양성 수업 방안 설계: 초등학교 사회과 교과를 중심으로

Objectives This study aims to explore the applicability and implications of social perspective-taking for cultural diversity education and to design a lesson plan incorporating social perspective-taking into cultural diversity education. Methods To achieve this, the applicability and educational implications of social perspective-taking for multicultural education were examined. Additionally, the 2015 revised elementary school social studies curriculum and textbook content related to cultural diversity were analyzed. Based on the results of this analysis, social perspective-taking was applied to the 4th grade social studies curriculum. Results The social perspective-taking method holds significant importance in cultural diversity education, as learners can gain a deeper understanding of cultural diversity-related cases by analyzing the thoughts and emotions of participants or stakeholders, thinking from their perspectives. Conclusions Therefore, applying social perspective-taking to cultural diversity education contributes to students' ability to think from others' perspectives, respect cultural diversity, and enhance their capacity for empathy.

Social perspective-taking influences on metacognition

We often effortlessly take the perceptual perspective of others: we represent some aspect of the environment that others currently perceive. However, taking someone's perspective can interfere with one's perceptual processing: another person's gaze can spontaneously affect our ability to detect stimuli in a scene. But it is still unclear whether our cognitive evaluation of those judgements is also affected. In this study, we investigated whether social perspective-taking can influence participants' metacognitive judgements about their perceptual responses. Participants performed a contrast detection task with a task-irrelevant avatar oriented either congruently or incongruently to the stimulus location. By “blindfolding” the avatar, we tested the influence of social perspective-taking versus domain-general directional orienting. Participants had higher accuracy and perceptual sensitivity with a congruent avatar regardless of the blindfold, suggesting a directional cueing effect. However, their metacognitive efficiency was modulated only by the congruency of a seeing avatar. These results suggest that perceptual metacognitive ability can be socially enhanced by sharing perception of the same objects with others.

Service dyads: understanding the dynamics of social perspective-taking and value co-creation amidst service problems

Service dyads: understanding the dynamics of social perspective-taking and value co-creation amidst service problems

Supporting social strengths amid emerging bilingualism: effects of Word Generation on social perspective taking in English learners’ writing

ABSTRACT Bilinguals often outperform monolinguals at apprehending the perspectives of others—an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English learners' (ELs') use of such skill in academic writing may be affected by literacy curriculum is the focus of this study. The study explored students' use of social perspective taking (SPT) in writing by examining their responses to a novel argumentative writing task, the iPad–Take A Stand assessment (iTAS). The iTAS was designed to assess the efficacy of the Word Generation curriculum (WG), which provides supports for discussing and deploying multiple perspectives, during its 2012–2014 randomized controlled trial. iTAS essays produced in that study by 4th–7th-grade ELs and their non-EL peers were coded along two dimensions of SPT, acknowledgment and articulation. Analyses revealed a positive impact of WG irrespective of language status on social perspective acknowledgment, the less sophisticated dimension; in contrast, a ‘bilingual boost' of the curriculum was detected in students' use of social perspective articulation, the more sophisticated dimension. These findings suggest ELs may draw on their SPT skills when constructing written arguments, at least in the presence of WG’s sociocognitive and linguistic supports.

Wisdom and the Other: Responsiveness in development between the egocentric and xenocentric style

This text networks contributions from three disciplines: phenomenological-philosophical perspectives on the Other, current discussions in wisdom research, and developmental models of social perspective-taking. The common theme is the concept of the “other,” which is ambivalent, because, on the one hand, it may produce othering that can be the entry point into vicious circles of xenophobia, hate, and annihilation, but the Other may be the source of responsiveness and wisdom, on the other hand. A deeper understanding of responsiveness in the self-other relation results from a reading of Waldenfels’ philosophy. This sharpens the perspective on wisdom emerging from the relation to the Other, for which the neologism “xenosophia” is suggested, which supports the view that wisdom as xenosophia and xenophobia are opposites. The implications of Waldenfels’ responsive phenomenology for wisdom research are exemplified for two key concepts, intellectual humility and perspective-taking. Finally, for a developmental perspective on responsiveness to the Other, a typological model is proposed with reference to models of social perspective-taking in the tradition of Piaget and Selman. The proposed typology includes four styles of responsiveness: the egocentric, conventional, negotiatory, and xenocentric style. Implications for research are discussed.

Suggesting a framework for students’ academic perspective-taking in secondary social science education

Contributing to secondary students’ perspective-taking is one of the main purposes of social science education in school, closely related to the democratic mandate. Previous literature has distinguished between interpersonal and academic perspective-taking, both deriving from theories on social perspective-taking (Gehlbach et al., 2012; Sandahl, 2020). The purpose of this article is to argue for and discuss a framework for facilitating academic perspective-taking in secondary social science education. The framework combines an existing model of perspective-taking with recent deliberative and agonistic democratic theory to integrate disciplinary perspectives, students’ per­spectives and perspectives from broader social and political debates and processes. In presenting the framework, I argue that and discuss how perspectives from deliberative and agonistic theory can contribute to and have different implications for social science classroom practice in secondary school. To contribute with practical implications of the article’s theoretical contributions to social science didactics research, I outline some didactic opportunities for working with perspective-taking, focusing on the specific purpose of the activity.

Associations between Social Competence, Perceived Parents’ Prosocial Educational Goals and Adolescents’ Hate Speech Perpetration in School

ABSTRACT Hate speech is a global challenge, requiring research on adolescents’ hate speech perpetration in schools. We examined whether perceived parents’ prosocial educational goals moderate the association between social competencies (social perspective-taking, openness to diversity) and hate speech perpetration in schools. In total, 1,719 adolescents (aged 11–18 years) from 22 Swiss schools completed selfreport questionnaires (December 2020 to April 2021). Social perspective-taking and hate speech perpetration correlated negatively, alongside openness to diversity and hate speech perpetration. Perceived parents’ prosocial educational goals strengthened the negative association between openness to diversity and hate speech perpetration in schools but did not moderate the association with social perspective-taking.

Exploring self-harm risk vulnerabilities in autism using the ‘thinking patterns profiling model’

BackgroundAutism has been linked to higher rates of self-harm. Research is yet to establish the reason for the association between autism and self-harm as a distress response.MethodsUsing the ‘thinking patterns profiling model’, this study explored characteristics associated with self-harm risk in 100 autistic young people. Secondary analysis of routinely collected clinical data was conducted using odds ratios and t-tests.ResultsWe found the prevalence of reported self-harm risk was 48%. Young people with reported self-harm risks had significantly lower regulation skills (p ≤ 0.01) and lower social flexibility skills (p ≤ 0.01) compared to those without reported self-harm risk. For those described as impulsive, mean scores on the following skills were significantly lower: perspective-taking skills (p ≤ 0.01), flexible thinking for creative problem-solving (p ≤ 0.05) and sensory tolerating (p ≤ 0.05). There was no relationship between reported self-harm risk and adverse childhood experiences.ConclusionsThese findings suggest that profiling tools such as ‘Thinking Patterns Profiling Model’ can be used to explore unique patterns of vulnerability and resilience related to self-harm risk in autism. The findings suggest that autistic thinking patterns might interplay with other factors (e.g. impulsivity). Patterns are based on each person’s profile across four core skill-sets: regulation, flexible thinking, sensory coherence, and social perspective-taking. These findings motivate a person-centred and profile-informed approach to planning support and adjustments. Further studies are needed to confirm the ways in which mechanisms typically involved in self-harm risk, may interact with core cognitive and affective differences found in autism.

The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion

The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at capturing individuals’ agentic role in SPT and SPT justification strategies. Poisson regressions with Generalized Estimating Equations based on the young adolescents’ essays revealed that CSR peer group members considered more justified perspectives of the issues and provided more justification based on story events and emotional concerns for the perspectives in comparison with fifth graders in the RA and RI groups. Individuals in the RA group generated more emotional justification for their perspectives than RI members. The findings provide insights into the social process of developing SPT under collaborative small-group discussions.

Perspective-taking and belief in a just world matter: Adolescents’ role experiences in bullying processes

Bullying is a serious problem around the world, especially among adolescents. Evidence exists that low levels of social perspective-taking as well as belief in a just world played an important role in bullying. Both dispositions function as psychological resources that may help students behave appropriately in social life. Previous research identified distinct bullying roles such as perpetrator, victim, assistant, reinforcer, defender, and bystander experiences. Although this participant-role approach has been extensively investigated in the last years, a simultaneous examination of students’ perspective-taking and belief in a just world in relation to their experiences in these roles is still missing. This study’s objective was to examine a differential approach of school students’ visuospatial and dispositional social perspective-taking, emotional concern, and personal belief in a just world in relation to their experiences in bullying roles. We tested these relations in a sample of n = 1309 adolescents (50.6% female, Mage = 13.73, SDage = 0.85) from 38 schools in Germany. The results from a latent structural-equation model suggested that experiences as a perpetrator, assistant, reinforcer but also as defender related to low visuospatial social perspective-taking. Emotional concern was positively related to defender experiences. Personal belief in a just world was negatively associated with experiences as a perpetrator and a victim. The results underline the importance of disentangling concurrent contributions of perspective-taking and belief in a just world related to the bullying roles. We conclude that adolescents’ visuospatial social perspective taking seems to be a further mental resource against antisocial behavior in bullying.

No signs of automatic perspective-taking or its modulation by joint attention in toddlers using an object retrieval task.

It is currently debated whether simple forms of social perspective-taking that are in place by late infancy are performed automatically. We conducted two experiments (N = 124) to test whether 3-year-olds show automatic perspective-taking during object searches, and whether automatic perspective-taking is facilitated by joint attention. Children were asked to retrieve an object immediately after it was moved from one (L1) to another (L2) location within a container, e.g. a sandbox. In Experiment 1, a between-subjects design was used, with children being randomly assigned to one of three experimental conditions: one in which child and other jointly attended to the object in L1 (joint attention condition); one in which the other was present but unengaged with the child when the object was placed in L1 (other present condition) and a baseline condition in which only the child was present (no other condition). Automatic perspective-taking should manifest in biased searches toward L1 in the other present and joint attention conditions, but not in the no other condition. No automatic perspective-taking was observed in either experiment, regardless of whether the other person left and remained absent (Experiment 1) or returned after the object was relocated (Experiment 2). The findings contribute to a growing body of empirical data that questions the existence of automatic perspective-taking.

Understanding the associations between Psychological Mindedness and Social Perspective Taking in Young People

This study was set to examine the associations between psychological mindedness (PM) and social perspective taking (SPT). Previous literature suggests that these constructs contribute to an enhanced performance in the mental health profession, possibly because they are featured by a developed theory of mind. An online questionnaire was developed using the Balanced Index of Psychological Mindedness (BIPM) and two adapted versions to measure PM about other people as well as to measure PM about thoughts and behavior. A reduced version of the Situational Test of Emotional Understanding and a newly developed scale were used to measure SPT. Responses from 135 participants aged between 18 and 32 were collected. A one-way ANOVA test showed that women scored higher than men in the understanding ability of SPT. Multiple hierarchical regression analysis revealed that PM about self could not predict any dimensions of SPT (understanding and importance) while PM about other people could predict the importance dimension of SPT as well as the construct as a whole. Overall this study provides insight on to the relationship between these two theoretically-linked constructs. The practical implications of the findings and the limitations of the study are discussed with directions for future research.

Measuring Social Perspective Taking via Two Different Pretest Approaches: Does It Matter?

Accurately measuring college students’ capacities for social perspective taking (SPT), an ability to see others’ points of view and incorporate them into one’s own worldview, is challenging, forcing researchers and practitioners to rely on assorted approaches to self-assessments. Little has been published about how various self-assessments of SPT may differ. Using data from a homegrown, precollege, first-year student survey (FYSS) and the 2018 Multi-Institutional Study of Leadership (MSL) with a retroactive SPT measure, this study found no statistically significant differences between two different approaches for measuring SPT among first-year students when treated as a scale, but statistically significant differences for two of the three SPT measures when treated as single-item questions.

P412. PerspectiVR: Testing a Virtual Reality Intervention to Improve Social Perspective Taking for Disruptive Behavior Disorders

Children with disruptive behavior disorders often have poor social perspective-taking skills, which contributes to deficits in empathy and prosocial behavior. To address these problems in an innovative manner, we are conducting a clinical trial with 90 children aged 9-12 with a disruptive behavior disorder. We developed virtual reality (VR) technology that aims to improve social perspective-taking by enabling youth to inhabit both perspectives of virtual social interactions.

Developmental continuity in coordination of perspectives as an alternative to the implicit and explicit theory of mind controversy.

The dichotomy between explicit and implicit theory of mind remains controversial. This study proposed a developmental and social-constructionist perspective that challenges this notion through a model showing that coordination of perspectives (CoP) is a continuously developing ability in children. Our tested model comprises eight distinct abilities that emerge sequentially. We tested our model using 25 different tasks in a longitudinal six-wave study with 300 native Polish children aged from 1 year (MT1 = 1 year 0 months; SDT1 = 1.73 weeks; 44% girls) to 3.5 years (MT6 = 3 years 6 months; SDT6 = 1.81 weeks; 45% girls). All children were Caucasian; both parents of 54% children had university degree. Structural equation modeling with factor scores for each of the eight abilities was used to verify the fit of obtained data. We provide preliminary support for distinguishing six abilities: (a) immediate social perspective-tracking and taking at age of 1 year, (b) deferred social perspective-tracking and visual perspective-taking as an intermediate step at age of 2 years, and (c) epistemic perspective-tracking and taking at 3.5 years. Using our new nomenclature-emphasizing the function of coordination of own and another person perspective in social situations-we found that development of mindreading begins when infants coordinate their bodily-expressed orientations with those of others, and by the age of 4 is manifested by coordinating own and others mental states. Thus, we support the idea of heterotypic continuity of mindreading development. Development of CoP and difference between perspective-tracking and taking should be further elucidated. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Online argumentation-based learning aided by digital concept mapping during COVID-19: implications for health management teaching and learning

PurposeThe COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown.Design/methodology/approachThe students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled “Assimilation of service quality in health systems”). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions.FindingsSix themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning; (2) generating epistemic change; (3) social perspective-taking; (4) domain-based knowledge; (5) prior knowledge and experience; and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes.Originality/valueThis study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions.

The Effect of Social Perspective-Taking on Interpersonal Trust Under the Cooperative and Competitive Contexts: The Mediating Role of Benevolence.

PurposeSeveral studies have demonstrated that perspective-taking can foster interpersonal trust. However, few studies have explored the effect of social perspective-taking on interpersonal trust under a specific social context and its internal mechanism. The present study explored the effect of social perspective-taking on interpersonal trust and further examined this interaction under two different social contexts: a cooperative vs a competitive context. We also explored why social perspective-taking fostered interpersonal trust.MethodsStudy 1 (N = 45) was conducted using a within-subjects design in which participants were asked to read the dilemmas of two partners under two conditions (social perspective-taking vs objective focus) and complete the trust game after each reading. In Study 2 (N = 135), we manipulated the social context by a word memorization task to explore the effect of social perspective-taking on interpersonal trust under different contexts (competitive vs cooperative). In Study 3, we examined benevolence as a mediator in the relationship between social perspective-taking and interpersonal trust.ResultsStudy 1 showed that interpersonal trust under the social perspective-taking condition was significantly higher than interpersonal trust under the objective focus condition. Study 2 showed that under the cooperative context, participants under the social perspective-taking condition invested more money to another partner than those under the objective focus condition. However, under the competitive context, the results were the opposite. Study 3 demonstrated that benevolence mediated the relationship between social perspective-taking and interpersonal trust in both cooperative and competitive contexts.ConclusionSocial perspective-taking could improve interpersonal trust under a cooperative context, while the degree of interpersonal trust decreases under a competitive context. Moreover, social perspective-taking could influence the perception of benevolence and thereby enhance or diminish interpersonal trust.

초등학생의 또래 상호작용과 사회적 조망수용능력의 학년에 따른 차이

초등학교 시기 어떤 학년에서 또래 상호작용이나 사회적 조망수용능력이 크게 증가하는지 안다는 것은 학년의 아동 특성을 이해하는데 도움을 줄 수 있다. 이에 본 연구는 초등학생의 또래 상호작용과 사회적 조망수용능력의 학년에 따른 차이를 실증적으로 검토하는 것을 목적으로 하였다. 조사 대상은 경북에 소재하는 2개 초등학교 2∼6학년 561명(남자 274명, 여자 287명)을 대상으로 하였다. 측정 도구는 기존의 또래 상호작용 척도와 사회적 조망수용능력 척도를 신뢰도와 타당도를 재검증한 후 사용하였다. 또래 상호작용 척도의 요인분석 결과 정서적 상호작용, 도구적 상호작용, 동반적 상호작용과 같은 세 요인이 추출되었으며, 사회적 조망수용능력은 1개 요인이 추출되었다. 본 연구의 결과는 다음 네 가지로 요약할 수 있었다. 첫째, 초등학교 시기에는 또래 상호작용 빈도가 지속적으로 증가한다는 것이다. 특히, 초등학교 4, 5학년 시기에 또래 상호작용 빈도가 크게 증가하는 경향을 나타냈다. 둘째, 초등학생의 사회적 조망수용능력은 5학년 때 크게 증가하는 경향을 나타냈다. 셋째, 여자가 남자보다 정서적 상호작용과 사회적 조망수용능력의 점수에서 더 높았다. 넷째, 또래 상호작용과 사회적 조망수용능력은 정적 상관관계를 나타냈다. 특히, 정서적 상호작용과 사회적 조망수용능력은 높은 정적 상관을 나타냈으며, 정서적 상호작용은 사회적 조망수용능력에 영향을 미치고 있었다. 본 연구 결과는 초등학생의 학년별 발달 특성이나 친구관계를 이해하는 연구에 기초 자료로서 활용될 수 있다.

Comparison of Effectiveness of Empathy Training and Social Perspective-Taking Training on Emotional Intelligence of Adolescents with Cyber Bullying

Comparison of Effectiveness of Empathy Training and Social Perspective-Taking Training on Emotional Intelligence of Adolescents with Cyber Bullying

Explaining of wisdom based on philosophical mind, social perspective-taking and self-restraint in student

Explaining of wisdom based on philosophical mind, social perspective-taking and self-restraint in student