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Human Development, Social Interactions, and Identity Formation

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Abstract

This paper presents a general theory of child development that incorporates interactive learning and identity formation in social interactions with caregivers. The model sheds light on many puzzling aspects of child development. Child learning responds nonmonotonically to caregivers' attention and approval in social interactions. I highlight key parental characteristics associated with child learning, and identity formation. The theory also explains why media devices widen human inequality. Lessons are finally drawn for the design of policies that alleviate human inequality.

Suggested Citation

  • Avner Seror, 2019. "Human Development, Social Interactions, and Identity Formation," AMSE Working Papers 1924, Aix-Marseille School of Economics, France.
    • Handle: RePEc:aim:wpaimx:1924
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    Cited by:

    1. Lukas Kiessling & Shyamal Chowdhury & Hannah Schildberg-Hörisch & Matthias Sutter, 2021. "Parental Paternalism and Patience," Discussion Paper Series of the Max Planck Institute for Research on Collective Goods 2021_03, Max Planck Institute for Research on Collective Goods.
    2. Hélène Le Forner, 2021. "Formation of Children’s Cognitive and Socio-Emotional Skills: Is All Parental Time Equal?," AMSE Working Papers 2117, Aix-Marseille School of Economics, France.

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    More about this item

    Keywords

    human development; human inequality; social interactions; identity; parenting; learning; intergenerational transmission; media;
    All these keywords.

    JEL classification:

    • D10 - Microeconomics - - Household Behavior - - - General
    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
    • Z10 - Other Special Topics - - Cultural Economics - - - General

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