Information Processing and Children's Social Development

信息处理与儿童社会性发展

• 批准号: 8908935
• 负责人: Kenneth Dodge
• 金额: $ 26.26万
• 依托单位: Vanderbilt University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-07-15 至 1992-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8908935&HistoricalAwards=false
• 关键词: Information; Processing; Children; Social; Development

The aim of this research is to understand the role of social cognitive skills and biases in the development of social maladjustment in children. These skills and biases include the accurate recognition of others' intentions, the tendency to attribute hostile intent to others, the ability to generate many competent solutions to interpersonal problems, and the ability to anticipate the consequences of one's own behavior. It is hypothesized that: 1) these skills and biases are stable across time within a child, thus representing personality.like characteristics; 2) children who display skill deficits and biases are likely to be socially maladjusted; and 3) children who display skill deficits and biases are at risk for later social and school maladjustment, particularly during the transition to middle school. A sample of 259 boys and girls in grades 1, 2, and 3 have been followed for two years and will continue to be followed for an additional three years. Assessments of social cognitive skills and biases have been collected each year on each child and will be collected yearly. Measures of social and school maladjustment will be collected yearly, including ratings of aggressive behavior problems, psychiatric symptoms, school disciplinary action, and other forms of deviance. This research will further our understanding of social cognitive development during middle childhood. The findings could form the empirical base for an intervention aimed at improving children's social cognitive skills as a way of preventing social and school maladjustment.

这项研究的目的是了解社会认知技能和偏见在儿童社会适应不良发展中的作用。 这些技能和偏见包括准确识别他人意图、将敌意归因于他人的倾向、针对人际问题提出许多有效解决方案的能力，以及预测自己行为后果的能力。 假设：1）这些技能和偏见在儿童体内随时间变化是稳定的，因此代表了类似人格的特征； 2）表现出技能缺陷和偏见的儿童可能会出现社交不良； 3）表现出技能缺陷和偏见的儿童在以后的社会和学校适应方面面临着风险，特别是在向中学过渡期间。 对 259 名一年级、二年级和三年级的男孩和女孩进行了为期两年的跟踪调查，并将继续跟踪另外三年。 每年都会收集每个孩子的社交认知技能和偏见评估，并将每年收集一次。 每年都会收集社会和学校适应不良的衡量标准，包括攻击性行为问题、精神症状、学校纪律处分和其他形式的越轨行为的评级。 这项研究将进一步加深我们对童年中期社会认知发展的理解。 研究结果可以为旨在提高儿童社交认知技能的干预措施奠定经验基础，以此作为预防社会和学校适应不良的一种方法。