Learning in Relationships The Development of Human Communication

1. Learning in RelationshipsThe Development of Human Communication Thomas Fuchs Translated from the German by Nina Keuttel

2. Introduction: Speech and Body Language

3. A child’s social skill development is predominantly based upon physical communication, or “inter-physicality” (Merleau-Ponty)

4. Overview: 1. Neuron Plasticity and Brain Development 2. Learning in Relationships

5. Neuron Plasticity and Development:The human brain is a socially and biographically formed organ.

6. Neuron Plasticity: Synaptic “Learning” Hebb 1949: „Neurons that fire together wire together“

8. 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.

9. In the beginning was relationship: EARLY CHILDHOOD

10. 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

11. Beginning: Sense of sight Innate differentialtion between animate and inanimate attentiveness to faces Innate ability to imitate facial expressions. (Meltzoff & Moore 1989)

12. Early Imitation: the foundation of empathy

13. Basic Emotions and their Expression Irrespective of culture and rooted in biology: Anger, revulsion, fear, sadness, joy, surprise Universal Emotions

14. Emotional Resonance • Intuitive Parenting „Skills“ • (Papousek Papousek) • Typical Models of Behavior: • Appropriate distance • Eye contact • Reaction to greeting • Facial Expressions • Melodic Baby Talk

15. 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

16. 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

17. „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

18. Unconscious Learning: Implicit Memory • To differentiate from recall memory (autobiographic memory, starts at age 2) • Formation of habits, automatic skills • Organized mainly in the subcortical region

19. Implicit Memory • Significance for Social Learning: • - Interactive acquisition behavior pattern („schemes-of-being-with“, Daniel Stern) - „Implicit Relationship Knowledge“ - „musical“ memory, organized by time

20. „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)

21. 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)

22. 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

23. On the Path to Speech

24. „The Nine Months Revolution“ „Joint Attention“ Pointing gestures as an expression of a common connection with objects S1 S2 S1 S2 O Dyadic Interaction Triadic Interaction

25. „The Nine Months Revolution“ Development of speech in the context of joint activities, especially when associated with gestures

26. 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

27. 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

28. Summary • 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

29. 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“

30. Neuroscience and Education • Neurobiological knowledge about learning processes: • Implicit learning as an enduring foundation • Learning in relationships • Sense oriented Learning Process • 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

31. Outlook

32. Thank you very much for your attention!