Historical Development
Social cognition came to prominence with the rise of cognitive psychology in the late 1960's and early 1970's and is now the dominant model and approach in mainstream social psychology. Common to social cognition theories is the idea that information is represented in the brain as "cognitive elements" such as schemas, attributions, or stereotypes. And a focus on how these cognitive elements are processed is often employed. Social cognition therefore applies and extends many themes, theories and paradigms from cognitive psychology, for example in reasoning (representativeness heuristic, base rate fallacy and confirmation bias), attention (automaticity and priming) and memory (schemas, primacy and recency). It is very likely that social psychology was always a lot more cognitive than mainstream psychology to begin with, as it traditionally discussed internal mental states such as beliefs and desires when mainstream psychology was dominated by behaviorism.
A notable theory of social cognition is social schema theory, although this is not the basis of all social cognition studies (for example, see attribution theory). It has been suggested that other disciplines in social psychology such as social identity theory and social representations may be seeking to explain largely the same phenomena as social cognition, and that these different disciplines might be merged into a "coherent integrated whole". A parallel paradigm has arisen in the study of action, termed motor cognition, which is concerned with understanding the representation of action and the associated process.
Read more about this topic: Social Cognition
Famous quotes containing the words historical and/or development:
“In public buildings set aside for the care and maintenance of the goods of the middle ages, a staff of civil service art attendants praise all the dead, irrelevant scribblings and scrawlings that, at best, have only historical interest for idiots and layabouts.”
—George Grosz (1893–1959)
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)