Social interaction

Social Interaction refers to the exchange of ideas, philosophy and knowledge between two or more individuals. It is a building block of the society. Social Interaction can be studied in the group of dyads and triads, or even more larger groups of social interaction. With the help of interaction, people get the exposure of designing rules and regulations for certain institutions, and systems within which they strive to live. The empirical study of Social Interaction is one of the subjects of microsociology. The methods of Social Interaction are inclusive of the symbolic interactionism and ethnomethodology and later academic sub parts and studies relating to it such the psychological studies, conversational analysis and human computer interaction. The symbolic Social Interaction helps to see the reality as social, developed interaction with the others. The questions that are relating to Ethnomethodology are on the basis of how the interaction amongst the people can create the illusion of a shared social order despite not being able to understand each other fully and having perspectives that differ. The methods of Social Interaction are inclusive of the symbolic interactionism and ethnomethodology and later academic sub parts and studies relating to it such the psychological studies, conversational analysis and human computer interaction.

A Social Interaction forms the basis for the social structure and hence is the key object of the basic social inquiry and analysis. Social structures and cultures are found between the Social Interaction. With the help of the broad scheme of Social development, one can be able to see how social interaction lies at its core. The empirical study of Social Interaction is one of the subjects of microsociology. The methods of Social Interaction are inclusive of the symbolic interactionism and ethnomethodology and later academic sub parts and studies relating to it such the psychological studies, conversational analysis and human computer interaction. The symbolic Social Interaction helps to see the reality as social, developed interaction with the others. As a parent, it is important to foster your child's cognitive development as soon as he/she is born because doing so provides the foundation for your child's success in school and later in life. For example, research shows that children who can distinguish sounds at six months of age are better at acquiring the skills for learning to read at four and five years of age.

To promote your child's cognitive development, it is important that you actively engage in quality interactions on a daily basis. The examples to the same could be talking to the child and naming commonly used objects, letting the child explore the toys and move about, singing and reading to the child, exposing the child to books and puzzles, and many more.  

Importance of Social Interaction in the cognitive development of Children

Cognitive development refers to the field of neuroscience and psychology that focuses on the development of a child in terms of processing of information, conceptual resources, skills relating to the perceptual, learning of a particular language and various other aspects of the developed adult brain and the cognitive psychology. Cognitive skill development in the children involves the learning skills such as attention, memory and the ability to think. Genetic make up is responsible for cognitive ability but most of the cognitive skills are learned and therefore can be improved with the help of proper learning and training.

With the help of social interaction the child learns how do behave in the society. With that he can learn the ability to take various responsibilities like holding the hand of an old man who is crossing the road, or to donate something to a poor child. These values are needed to be instilled in a child so that gradually he learns to respect elders. Cognitive skill development in the children involves the learning skills such as attention, memory and the ability to think. Genetic make up is responsible for cognitive ability but most of the cognitive skills are learned and therefore can be improved with the help of proper learning and training.

 A child learns only a minimum percentage from his or her parents because to him they are elders. However if he is in a group if children, he is able to interact socially, with the help of which he sees various other children doing the same thing that his parents have taught. Therefore the child learns that the system is followed by not only him but by all the children of his age. Hence it reduces the workload of the parents in instilling values of the parents. Sometime social interaction plays a negative role in this regard. A child who might have been taught good values from home starts behaving in a way that is not taught by his parents. However his parents are held responsible for such a drill. The parents need to keep a constant check on whom is their child mixing with, what are the values is he learning from that social interaction.

Vygotsky's cultural-historical theory

Lev Vygotsky was Soviet psychologist, who founded the unfinished Marxist theory of human cultural and bio social development. On the application of the dialectical synthesis, Lev Vygotsky noted that the Marxist concept of the influence of the tool invention on the human mental life and the anthropological view of the role of culture in the development of the human. His resolution was the designation of the cultural signs and symbols as psychological tools which he defined as instruments of cognitive development. Their importance is that early humans created signs and it initiated the progress towards the complex thinking in the species. For the individual in society, the task is to appropriate the symbol systems of one's culture to develop the related forms of reasoning (ontogeny).

In other words, the traditional role of signs and symbols, such as human speech, written language, and algebraic and mathematical symbols, is to serve as carriers of both meaning and sociocultural patterns. Vygotsky, however, emphasized a second essential role, that of assisting individuals to master complex cognitive functions that are not fully developed prior to adolescence. Referred to by Vygotsky as complex or higher cognitive functions, these capabilities are voluntary (self-regulated) attention, categorical perception, conceptual thinking, and logical memory. Vygotsky's emphasis on the dynamics of development is reflected in his critique of psychological research for studying already developed or fossilized behaviours. Instead, the research methods should capture the processes of the development. Vygotsky's double-stimulation method placed learners in problem-solving situations that were above their natural capacities. Available nearby were aids, such as the coloured cards or the pictures. Vygotsky and his co-workers studied the ways learners of different ages struggled or successfully used these aids, documenting changes in learner activity and accompanying changes in cognitive functioning. n contrast to traditional sociological forms of inquiry, the ethno methodological perspective does not make theoretical or methodological appeals to outside assumptions regarding the structure of an actor or actors’ characterization of social reality. Ethnomethodology doesn’t refer to the subjective states of an individual or groups of individuals. It refuses to attribute conceptual projections such as, “value states,” “sentiments,” or “goal orientations” to any actor or group of actors, and it does not posit a specific “normative order” as a transcendental feature of social scenes.

For the ethno methodologist, the methodical realization of social scenes takes place within an actual setting under scrutiny. This realization is structured by the participants in a setting through reflexive accounting of that setting’s features. The job of the ethno methodologist is to describe the character of these activities—not to account for them in a way that exceeds the actual accounting practices of a participant in the setting.

Stages of speech and language

The first process is the processes of conceptualisation or the conceptual preparation in which the intention to create speech links a desired concept to a particular spoken words that are to be expressed.

The second stage refers to the formulation stage in which the linguistic form required for the expression if the desired message is created. Formulation stage is inclusive of the grammatical coding, morphological encoding and phonetic encoding. Grammatical encoding is the process of selecting the appropriate syntactic word or lemma. The selected lemma then activates the appropriate syntactic frame for the conceptualised message. Morpho phonological encoding is the process of the breaking words down into syllables that are to be produced in the overt speech. The syllabification is dependent on the preceding and proceeding words. The final part of the formulation stage is phonetic encoding. This is the stage which is inclusive of the activation of articulatory gestures that are dependent on the syllables that are selected in the morpho phonological process that create an articulatory score as the utterance is pieced together and the order of the movements of the vocal apparatus is completed.

The third stage of speech production is articulation, which is the execution of the articulatory score by the lungs, glottis, larynx, tongue, lips, jaw and the other parts of the vocal apparatus resulting in speech.