learning in relationships the development of human communication thomas fuchs translated from the...

Learning in Relationships

The Development of Human

Communication

Thomas FuchsTranslated from the German by Nina Keuttel

Introduction: Speech and Body Language

A child’s social skill development is predominantly based upon physical

communication, or “inter-physicality” (Merleau-Ponty)

Overview: 1. Neuron Plasticity and Brain

Development 2. Learning in Relationships

Neuron Plasticity and Development:

The human brain is a socially and biographically formed organ.

Neuron Plasticity: Synaptic “Learning”

Hebb 1949: „Neurons that fire together wire together“

Experience-dependent Plasticity of the Brain:

Every experience effects a change in our brain and with that also in our self. In relationships the brain changes and forms itself.

In the beginning was relationship:

EARLY CHILDHOOD

Beginning: the Sense of touch

Touching, holding, lifting, rocking,

and breastfeeding are the first

conveyors of, the feeling of feeling

secure and protected.

In the beginning was

realtionship: Early Childhood

Beginning: Sense of sight

Innate ability to

imitate facial

expressions.

(Meltzoff & Moore 1989)

Innate differentialtion between animate and inanimate

attentiveness to faces

Early Imitation: the foundation of empathy

Basic Emotions and their Expression

Universal Emotions

Irrespective of culture and rooted in biology:Anger, revulsion, fear, sadness, joy, surprise

Emotional Resonance

Intuitive Parenting „Skills“ (Papousek Papousek)

Typical Models of Behavior:

• Appropriate distance • Eye contact• Reaction to greeting• Facial Expressions• Melodic Baby Talk

Emotional Resonance

Musical Qualities

„crescendo, decrescendo“, flowing, soft, explosive, etc.)

• Emotional coordination „common state of consciousness“, „common dance,“ (Daniel Stern)

Primordial Resonance and Empathy System

Empathy

“Mirror Neurons” (Rizzolatti u. Gallese 1996ff.)

as a basis for Information and Empathy:

Self Movement (gripping for example)

„Observation of Movement “ Mirror Neurons Not from self

Watching another grip something

„Mirror Neurons“ (Rizzolatti 1996, Gallese 2001)

Two Main Functions:

• Social Understanding

• Learning Social Imitation

Neuronal Neuro Systems also exist for affectations (e.g. Laughing, Revulsion, Pain).

Development and differentiation of neuronal mirror systems only in social contexts

Unconscious Learning: Implicit Memory

To differentiate from recall memory (autobiographic memory, starts at age 2)

Formation of habits, automatic skillsOrganized mainly in the subcortical region

Implicit Memory

Significance for Social Learning:

- Interactive acquisition behavior pattern

(„schemes-of-being-with“, Daniel Stern)

- „Implicit Relationship Knowledge“

- „musical“ memory, organized by time

„Still-Face“-Experiment

• 2 minute long fixed facial expression of the mother

during a play interval:

irritated, often anxious reaction of the infant

• Children distinguish between mothers with:

- sensitive, lively interaction or

- rather more insensitive, passive behavior

(Frequent result: Bonding problem)

Bonding System

(John Bowlby 1955)

Biologically based system for the regulation of proximity, care,

and emotional connection:

• Typical signals (searching, calling, looking, crying,

clinging, among others.)

• Impulse drive and needs: (e.g., for attention, nearness,

warmth)

• Neuro-endocrin functions (e.g., oxytocin effect)

Bonding System

Early bonding as a model for later relationships:

Secure bonding structure

Deprivation syndrome in orphanage children (Spitz 1967)

Effects of postpartum depression of the mother

On the Path to Speech

„Joint Attention“Pointing gestures as an expression of

a common connection with objects

„The Nine Months Revolution“

S1 S2

S1 S2

O

Dyadic Interaction Triadic Interaction

Development of speech in the context of

joint activities, especially when

associated with gestures

„The Nine Months Revolution“

The Development of

Self Awareness

• Basal sense of self before birth

•„Self with otheres“ in the first year of life

• Understanding perspective from the age of 9 months: „Seeing yourself through another‘s eyes“

• The mirror test

The Development of

Self Awareness

• „I“ Pronouns

• Understanding Perspective

• Prefrontal Brain Structures as basis for reception of perspective and self-distancing develop with

interactive experiences

Human beings do not come into the world as separate

entities. From the beginning, they are already biologically

presdisposed toward relationship with others:

- Bonding System

- Resonance and Empathy System

Summary

Summary (2)

Beginning of dialogue communications with pointing gestures

in cooperative situations

Basis:

- Joint attention

- Altruistic and cooperative motivation

The role of the brain as „the relationshop organ“

Neuroscience and Education

Neurobiological knowledge about learning processes:

1) Implicit learning as an enduring foundation

2) Learning in relationships

3) Sense oriented Learning Process

4) Learning as an integral process (cognitive – emotional –

leiblich – interaktive)

→ Embedding in atmospher and feelings

→ Embedding in trused environmental contexts

→ Embedding in sensory and movement experiences

Outlook

Thank you very much for your attention!