The parent?infant dyad and the construction of the subjective self

Developmental psychology and psychopathology has in the past been more concerned with the quality of self-representation than with the development of the subjective agency which underpins our experience of feeling, thought and action, a key function of mentalisation. This review begins by contrasting a Cartesian view of pre-wired introspective subjectivity with a constructionist model based on the assumption of an innate contingency detector which orients the infant towards aspects of the social world that react congruently and in a specifically cued informative manner that expresses and facilitates the assimilation of cultural knowledge. Research on the neural mechanisms associated with mentalisation and social influences on its development are reviewed. It is suggested that the infant focuses on the attachment figure as a source of reliable information about the world. The construction of the sense of a subjective self is then an aspect of acquiring knowledge about the world through the caregiver's pedagogical communicative displays which in this context focuses on the child's thoughts and feelings. We argue that a number of possible mechanisms, including complementary activation of attachment and mentalisation, the disruptive effect of maltreatment on parent-child communication, the biobehavioural overlap of cues for learning and cues for attachment, may have a role in ensuring that the quality of relationship with the caregiver influences the development of the child's experience of thoughts and feelings

A PROBABILISTIC APPROACH TO THE CONSTRUCTION OF A MULTIMODAL AFFECT SPACE

Understanding affective signals from others is crucial for both human-human and human-agent interaction. The automatic analysis of emotion is by and large addressed as a pattern recognition problem which grounds in early psychological theories of emotion. Suitable features are first extracted and then used as input to classification (discrete emotion recognition) or regression (continuous affect detection). In this thesis, differently from many computational models in the literature, we draw on a simulationist approach to the analysis of facially displayed emotions - e.g., in the course of a face-to-face interaction between an expresser and an observer. At the heart of such perspective lies the enactment of the perceived emotion in the observer. We propose a probabilistic framework based on a deep latent representation of a continuous affect space, which can be exploited for both the estimation and the enactment of affective states in a multimodal space. Namely, we consider the observed facial expression together with physiological activations driven by internal autonomic activity. The rationale behind the approach lies in the large body of evidence from affective neuroscience showing that when we observe emotional facial expressions, we react with congruent facial mimicry. Further, in more complex situations, affect understanding is likely to rely on a comprehensive representation grounding the reconstruction of the state of the body associated with the displayed emotion. We show that our approach can address such problems in a unified and principled perspective, thus avoiding ad hoc heuristics while minimising learning efforts. Moreover, our model improves the inferred belief through the adoption of an inner loop of measurements and predictions within the central affect state-space, that realise the dynamics of the affect enactment. Results so far achieved have been obtained by adopting two publicly available multimodal corpora

Handbook of the Cultural Foundations of Learning

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics

Handbook of the Cultural Foundations of Learning

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics