THE DEVELOPMENT OF ORIENTATIONS TOWARD PEER INTERACTION

同伴互动方向的发展

• 批准号: 3069829
• 负责人: DIANE N RUBLE
• 金额: $ 5.21万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1984
• 资助国家: 美国
• 起止时间: 1984-01-01 至 1988-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3069829
• 关键词: attitude; child behavior; child psychology; cognition; friendships; impression; interpersonal relations; locus of control; middle childhood (6-11); peer group; self concept; social adjustment; socializations; videotape /videodisc

How do cognitive-developmental and situational factors influence a child's orientation toward a particular interaction with a peer? How does this initial orientation affect information exchange, self-assessment, and the potential of the relationship to progress toward friendship? The proposed program of research will examine these peer interaction processes and consequences in children during the elementary school years. The research program is driven both by theories stressing the importance of peer interaction in the development of self-knowledge and by cognitive-developmental theories emphasizing children's active role in constructing social cognitions. A major theme of the proposed research is that the impact of information received from peers may be most powerful when it is elicited actively, as when children seek information relevant to self-evaluation. Thus, the emphasis is on self-socialization aspects of peer relations--the active, constructive processes of children that guide their social experiences. It is suggested that motivations elicited by conditions present prior to an interaction create personal orientations toward a peer that influence the interaction. A combination of observational techniques, self-reports, and experimental manipulations with children aged 5-10 years will provide converging evidence relevant to these issues. The four sets of studies proposed focus on different orientations toward peer interaction--orientation toward personal traits, toward similarities, intrinsic versus extrinsic orientation, and orientation toward self-assessment. The research program addresses basic theoretical issues concerning the relationship between social-cognitive development and social behavior. Moreover, because the proposed research emphasizes active, strategic elements of peer interaction, it has implications for interventions with socially isolated or rejected children. Given that poor peer relations are centrally involved in social disorders and psychiatric problems, therefore, the proposed research is relevant to basic issues of mental health.

认知发展和情境因素如何影响孩子的 是否倾向于与同伴进行特定的互动？ 这怎么办 初始定位会影响信息交流、自我评估和 两国关系有发展为友谊的潜力吗？ 拟议的 研究计划将检查这些同伴互动过程并 对小学阶段儿童的影响。 该研究计划由强调以下重要性的理论驱动： 同伴互动在自我认识的发展中 认知发展理论强调儿童的积极作用 构建社会认知。 拟议研究的一个主要主题是 从同行那里收到的信息的影响可能是最强大的 当它被积极引发时，例如当儿童寻求与 自我评价。 因此，重点是自我社会化方面 同伴关系——儿童积极的、建设性的引导过程 他们的社会经历。 建议引起的动机 互动之前存在的条件会产生个人取向 面向影响互动的同伴。 的组合 观察技术、自我报告和实验操作 5-10岁的儿童将提供与这些相关的聚合证据 问题。 提出的四组研究侧重于不同方向 面向同伴互动——面向个人特质、面向 相似性、内在取向与外在取向以及取向 走向自我评估。 该研究计划解决了有关的基本理论问题 社会认知发展与社会行为之间的关系。 此外，由于拟议的研究强调积极的、战略性的 同伴互动的要素，它对干预具有影响 社会孤立或被拒绝的儿童。 鉴于同伴关系较差 主要涉及社会障碍和精神问题，因此， 拟议的研究与心理健康的基本问题相关。