Taking and Coordinating Perspectives: From Prereflective Interactivity, through Reflective Intersubjectivity, to Metareflective Sociality
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Despite being eclipsed in recent years by simulation theory, theory of mind and accounts of executive functioning, social-relational approaches to perspective taking and coordination based on the ideas of Jean Piaget and George Herbert Mead have never completely disappeared from the literature of developmental psychology. According to the social-relational view presented here, perspectives are holistic orientations to situations, within which individuals coordinate their actions and interactions with objects and others. The developmental processes by which perspectives are occupied, differentiated, and coordinated move from (1) <i>prereflective interactivity</i> (i.e., positioning within routine, repetitive interactive sequences during infancy and early childhood), to (2) <i>reflective intersubjectivity</i> (i.e., the simultaneous consideration and use of multiple perspectives within the intersubjective transactions of later childhood and early adolescence – processes that are accelerated and extended through increasingly sophisticated uses of language), and finally to (3) <i>metareflective sociality</i> (i.e., the abstracted and generalized social engagement across a diversity of personal, interpersonal, and sociocultural perspectives witnessed in mature adult negotiations and problem solving). These social-relational processes are used to reinterpret, revise, and extend Robert Selman’s theory of the development of perspective taking and coordination. The result is a developmental process of occupying, experiencing, coordinating, and engaging across a diversity of perspectives within interactive, intersubjective, and psychological-sociocultural transactions that spans the course of individuals’ lives and captures some facets of the complex, transformative, and ongoing interplay between societies and persons.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it