DEVELOPMENT OF SOCIAL UNDERSTANDING

社会理解的发展

基本信息

批准号：
6182043
负责人：
JUDITH F DUNN
金额：
$ 25.64万
依托单位：
UNIVERSITY OF LONDON INST OF PSYCHIATRY
依托单位国家：
美国
项目类别：
财政年份：
1988
资助国家：
美国
起止时间：
1988-05-01 至 2002-08-31
项目状态：
已结题

项目摘要

DESCRIPTION: The purpose of the proposed multi-trait, multi-method research is to describe the relationships among children's social and moral understanding, their family and peer relationships, and their school adjustment in the middle childhood period. This sample of British children has been followed from age 4 years. The proposed study would extend this longitudinal study until the children are 9 and 10 years old. The application also proposes extending the study to include a cross-sectional sample of 40 children who are 9 and 10 year-old and who were identified as preschoolers as both "hard-to-manage" and at risk for later conduct and peer relation problems. The study will generate data on the social and cognitive processes that link relationships and on understanding and adjustment between the preschool period and middle childhood. A major purpose of this research program is to bridge the gap between research on understanding of mind and on social relationships. The application also seeks to explore the parallels and discrepancies among the social and cognitive processes for a "unselected (normative) sample and a sample of difficult preschoolers." The primary research areas to be explored are: 1) developmental changes in and differentiation of social and moral understanding, executive control, and cognitive functioning, and friendship, and the comparison of these patterns in the main and 'hard-to-manage' samples; 2) relations between individual differences in socio-moral understanding, executive control, and in close relationships and peer relation concurrently in second and fourth grade, for the normative and the "hard-to-manage" sample, over time between second and fourth grade, and in relation to early family experiences, early friendship, and early social cognition assessments, for both samples; and (3) predictors of adjustment, perceived self competence, and antisocial behavior in second grade and in fourth grade.

描述：拟议的多特征，多方法研究的目的是描述儿童的社会和道德之间的关系理解，他们的家人和同伴关系以及他们的学校在童年中期的调整。这个英国儿童样本从4岁开始就开始了。拟议的研究将扩大纵向研究，直到孩子们9岁和10岁。这应用还建议将研究扩展为包括横截面样本的40名9岁和10岁的孩子，被确定为学龄前儿童既是“难以管理”，并且有后来的行为和同伴的风险关系问题。该研究将生成有关社会和认知的数据连接关系以及理解和调整的过程在学龄前和中年之间。一个主要目的研究计划是弥合理解研究的差距心灵和社会关系。该应用程序还试图探索社会和认知过程之间的相似之处和差异 “未选择的（规范）样本和一个困难的学龄前儿童样本。” 要探索的主要研究领域是：1）以及对社会和道德理解，执行控制，以及认知功能，友谊以及这些的比较主要和“难以管理”样本中的模式； 2）之间的关系社会道德理解，执行控制和在第二和第四的亲密关系和同伴关系中等级，用于规范和“难以管理”样本，随着时间的流逝二年级和四年级，以及早期家庭经历，早期两个样本的友谊和早期社会认知评估；和（3）调整，感知的自我能力和反社会的预测指标二年级和四年级的行为。