In our attempt to distinguish two types of social appraisal, we (a) clarify the “knower–learner” relationship in affective social learning, (b) underline the important role that affective observation may have in acculturation processes, and (c) highlight some potential consequences for the recent debate on the benefits of child-directed (ostensive) learning.
ClémentF.DukesD. (XXXX). Social appraisal and social referencing: Two components of affective social learning. Emotion Review, X, XXX–XXX.
2.
CsibraG.GergelyG. (2011). Natural pedagogy as evolutionary adaptation. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 366(1567), 1149–1157.
HarrisJ. (1998). The nurture assumption. New York, NY: Free Press.
5.
HolodynskiM. (XXXX). Comment: Reframing the conceptual diversity of social appraisal and social referencing. Emotion Review, X, XXX–XXX.
6.
MansteadA. S. R.FischerA. H. (XXXX). Social referencing and social appraisal: Commentary on the Clément and Dukes (2016) and Walle et al. (2016) articles. Emotion Review, X, XXX–XXX.
7.
MollH.TomaselloM. (2007). How 14- and 18-month-olds know what others have experienced. Developmental Psychology, 43(2), 309–317.
8.
MooreC. (2010). Understanding self and others in the second year. In BrownellC.KoppC. B. (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp. 43–65). New York, NY: The Guilford Press.
ShneidmanL.WoodwardA. L. (2015). Are child-directed interactions the cradle of social learning?Psychological Bulletin. Advance online publication. doi:10.1037/bul0000023
11.
TomaselloM.CarpenterM.CallJ.BehneT.MollH. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences, 28(05), 675–691.
12.
WalleE. A.ReschkeP. J.KnotheJ. M. (XXXX). Social referencing: Defining and delineating a basic process of emotion. Emotion Review, X, XXX–XXX.
