CONSEQUENCES OF SOCIAL/COGNITIVE TRANSITIONS

社会/认知转变的后果

• 批准号: 2392838
• 负责人: DIANE N RUBLE
• 金额: $ 10.47万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1994
• 资助国家: 美国
• 起止时间: 1994-04-01 至 1999-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2392838
• 关键词: adolescence (12-20); age difference; behavioral /social science research tag; child (0-11); child psychology; cognition; gender difference; human subject; information seeking behavior; motivation; psychological models; racial /ethnic difference; self concept; social behavior

The major aim of the present program of research has been to examine how changes in forms and levels of knowledge across phases of a transition influence individuals' cognitive-motivational orientations in that domain -- i.e., how they approach and respond to relevant social information. The research proposed for the next five years focuses on the construction of social knowledge and its consequences for the social functioning and adaptation of children and adolescents. There are dramatic changes during the early school years and during adolescence in children's understanding of important social and personal categories. During the current period of RSDA funding, the research has focused on gender and trait concepts. During the requested period of RSA funding, the focus will be expanded to include concepts about race. Examining the processes by which these concepts are acquired is significant because conclusions about gender, race, and personal characteristics have a widespread impact on mental health, including self-esteem, self-efficacy, and interpersonal acceptance. Three major projects are planned for the next five years. First, we will analyze the data collected from a large, longitudinal test of the phase model with respect to the acquisition of gender and trait concepts, and changes in those concepts during the adolescent transitions. Questions to be addressed include: (1) What are the cognitive and motivational consequences of phase-related changes in gender knowledge?; and (2) When and why is there a drop in children's perceived competence?. The second major project involves a short-term longitudinal study of gender transitions at adolescence. We will test hypotheses emerging from initial analyses of the current study that changes in gender constructions, consistent with the phase model, occur in response to the transition to junior high school. The design will allow a comparison of alternative explanations and implications of these changes. The third major project involves a set of studies extending the phase model to an analysis of the construction of race in children. The design and predictions are derived directly from the current research on the construction of gender. It is predicted that phase-related shifts in knowledge about race are associated with changes in orientations toward information about race and in racial attitudes. Professional growth involves plans to: (a) supplement statistical training; (b) meet with experts in the areas of gender, race, and socialization and transition processes, as part of further development of the theoretical model.

本研究计划的主要目的是研究如何 转型阶段知识形式和水平的变化 影响个人在该领域的认知动机取向 ——即他们如何处理和回应相关的社会信息。这 未来五年的研究重点是建设 社会知识及其对社会功能和社会功能的影响 儿童和青少年的适应。期间发生了巨大的变化 早期学年和青春期儿童理解力 重要的社会和个人类别。当前期间 在 RSDA 的资助下，该研究重点关注性别和特质概念。 在要求的 RSA 资助期间，重点将扩大到 包括有关种族的概念。检查这些过程 获得概念很重要，因为关于性别的结论， 种族和个人特征对心理有广泛的影响 健康，包括自尊、自我效能和人际关系 验收。未来五年计划开展三个重大项目。 首先，我们将分析从大型纵向测试中收集的数据 关于性别和特质获得的阶段模型 概念，以及这些概念在青春期过渡期间的变化。 需要解决的问题包括：（1）认知和认知是什么？ 性别知识阶段相关变化的动机后果？ (2) 儿童的感知能力何时以及为何下降？ 第二个主要项目涉及短期纵向研究 青春期的性别转变。我们将测试来自的假设 当前研究的初步分析表明性别的变化 与阶段模型一致的构造是响应于 过渡到初中。该设计将允许比较 这些变化的替代解释和影响。第三个 主要项目涉及一系列研究，将阶段模型扩展到 儿童种族建构分析。设计和 预测直接来自于当前的研究 性别建构。据预测，相位相关的变化 关于种族的知识与取向的变化有关 有关种族和种族态度的信息。职业成长 涉及以下计划： (a) 补充统计培训； (b) 会见 性别、种族、社会化和转型领域的专家 过程，作为理论模型进一步发展的一部分。