In previous years, 11-year-old Polly didn't do very well in ...

[storky111]

In previous years, 11-year-old Polly didn't do very well in school because of an undiagnosed hearing impairment that often made it difficult to understand what her teacher and classmates were saying in class. She now wears a hearing aid that enables her to hear human voices normally. Yet even when her sixth-grade teachers are certain she has the ability to complete an assigned classroom task, Polly is reluctant to do it, saying I can't or simply procrastinating so much that it is impossible to complete the task in the allotted time. Simple efforts to motivate Polly, such as promising her free time to play her favorite video game on the class computer, rarely entice her into trying very hard. Which one of the following is the most likely explanation for Polly's apparent lack of motivation?
 
  a. Polly has missed the critical period for motivation, a three-year window in early childhood when intrinsic motivation emerges.
  b. Polly is the victim of internalized motivation.
  c. Physical disabilities tend to interfere with children's intrinsic motivation to learn.
  d. Polly's has a low self-efficacy for accomplishing classroom tasks.

Question 2

Why is a child's theory of mind important for social interaction? In your answer, clearly define theory of mind in your own words and identify specific social-cognitive behaviors from at least two different developmental periods that influence interactions with others.
 
  What will be an ideal response?

[abro1885]

Answer to Question 1

D

Answer to Question 2

Theory of mind is defined in the text as awareness that people have an inner, psychological life (thoughts, beliefs, feelings, etc.). It is critical for interaction with others because individuals use those mental constructs to explain and understand others' behavior. Without any understanding or inferences about the rich mental life of others, we would likely interact in parallel, but not socially.

Students' examples of behaviors will vary, but should emphasize how specific hallmarks of theory of mind (e.g., intersubjectivity, social referencing, understanding intentionality in infancy) are used to enhance social interactions (e.g., through social referencing, infants learn how and when to imitate certain behaviors or how to respond emotionally  infants often fall down, but many cry only when they see their parents' expression of dismay or concern). At least two behaviors, from different developmental periods, should be discussed.