Lecturer: Gabriela Markova
Fields: developmental psychology, social cognition, music
Content
The goal of this lecture series is to explore whether and how social engagements with others play a directional role for the emergence of cognitive phenomena. Taking a developmental perspective, I will present evidence from research on interpersonal synchrony, music, and play, and highlight novel methodological approaches to study cognition in a natural context. I will argue that by understanding the developmental and neurobiological complexities of social engagements with others will give us an exclusive insight into the making of children’s understanding of the world.
Literature
- D’Ausilio, A., Novembre, G., Fadiga, L., & Keller, P. E. (2015). What can music tell us about social interaction? Trends in Cognitive Sciences, 19, 111-114. https://doi.org/10.1016/j.tics.2015.01.005
- De Jaegher, H., Di Paolo, E., & Gallagher, S. (2010). Can social interaction constitute social cognition? Trends in Cognitive Science, 14, 441-447. https://doi.org/10.1016/j.tics.2010.06.009
- Hoehl, S., & Markova, G. (2018). Moving developmental social neuroscience toward a second-person approach. PLoS Biology, 16(12), e3000055. https://doi.org/10.1371/journal.pbio.3000055
- Lillard, A. S. (2017). Why do children (pretend) play? Trends in Cognitive Sciences, 21, 826-834. https://doi.org/10.1016/j.tics.2017.08.001
- Markova, G., Nguyen, T., & Hoehl, S. (2019). Neurobehavioral interpersonal synchrony in early development: The role of interactional rhythms. Frontiers in Psychology, 10, 2078. https://doi.org/10.3389/fpsyg.2019.02078
- Mayo, O., & Gordon, I. (2020). In and out of synchrony – Behavioral and physiological dynamics of dyadic interpersonal coordination. Psychophysiology, 57(6), e13574. https://doi.org/10.1111/psyp.13574
- Novembre, G., & Iannetti, G. D. (2021). Hyperscanning alone cannot prove causality. Multi-brain stimulation can. Trends in Cognitive Sciences, 25, 96-99. https://doi.org/10.1016/j.tics.2020.11.003
- Reddy, V. (2008). How infants know minds. Harvard University Press.
- Trehub, S. E. (2018). The musical infant. In D. J. Lewkowicz & R. Lickliter (Eds.),
- Conceptions of development: Lessons from the laboratory (pp. 231-257). Psychology Press.
Lecturer
Gabriela Markova, Ph.D., is a researcher at the Department of Developmental and Educational Psychology at University of Vienna. Dr. Markova holds a Ph.D. in psychology from York University, Toronto, Canada, and a Mag. from University of Salzburg. In her research she investigates early socio-emotional and -cognitive development applying various methods, including behavioural and endocrinological analyses, EEG and eye tracking. Dr. Markova is particularly interested in the meaning, structures and functions of early social interactive processes as well as the clinical relevance of social cognition. She has also served as head of research of Red Noses International, where she initiated research activities focused on the effectiveness of healthcare clown interventions.
Affiliation: University of Vienna
Homepage: https://entw-psy.univie.ac.at/en/about-us/our-team/gabriela-markova/