SOCIAL COMPETENCE IN CHILDREN
SOCIAL COMPETENCE IN CHILDREN
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DOI：
10.2307/1165906
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发表时间：
1986-01-01
影响因子：
9.5
通讯作者：
BROWN M M
中科院分区：
文献类型：
--
作者：
DODGE K A;PETTIT G S;BROWN M M
本研究的目的是建立一个儿童社会交换模型，并检验模型中提出的关于社会信息处理模式和社会行为之间关系强度的假设。该模型将社会行为概念化为儿童对一组社会环境线索的处理的函数。据推测，这种处理发生在五个可分离的顺序步骤，包括社会线索的编码，这些线索的心理表征，潜在的行为反应的访问，最佳反应的评估和选择，以及该反应的制定。据推测，熟练的处理在每一步增加的概率，一个孩子将表现的方式，被认为是由同行和成人的能力和增量预测将累积从每个处理步骤的措施。进一步假设，同伴对孩子的判断将基于他们对孩子行为的处理，这种处理将影响他们对孩子的行为。两项研究评估了这些假设和其他来自拟议模型的假设。在研究1中，社会主管和无能（由教师和同龄人评估）幼儿园到二年级的儿童（N = 43）提出了录像刺激，旨在评估一个特定的社会领域的社会信息处理模式，即同龄人群体进入。在一个单独的会议上，孩子们被要求参加一个实际的同龄人小组进入任务与两个同龄人从他们的教室。每一个处理的五个步骤的措施被发现预测儿童的能力和成功，在这个行为任务，与独特的增量预测提供了几个步骤的处理。一个孩子在同伴群体进入的表现显着预测同伴对他或她的判断，而这些判断，反过来，显着预测同伴对这个孩子的行为。这些发现都支持了所提出的模型。研究2是对这些发现的复制，样本是经过良好调整和临床参考的攻击性二至四年级的男孩和女孩（N = 79），并扩展到第二个社会领域，即对同龄人挑衅的反应。评估的五个步骤的处理进行了研究1中的两个社会领域（同龄人群体进入和回应挑衅）。 孩子们还参加了同龄人小组进入任务，并暴露于一个同龄人的实际挑衅。观察儿童的自然发生的同伴群体进入和攻击行为在教室和操场上也进行了。组入口处理变量显着预测一个孩子的能力，在实际组入口，无论是在实验室任务和操场上的挑衅处理变量没有预测组入口行为。另一方面，挑衅处理变量显着预测的侵略性的儿童的行为反应的实际挑衅，而组进入处理变量没有。这些发现支持了社会信息处理模式与社会行为之间关系的特定领域模型。研究2还复制了研究1的其他模式，即同龄人对孩子的判断是基于孩子进入小组时的行为能力，他们对孩子的行为可以从他们对孩子的判断中预测出来。总之，这些研究为社会信息处理模式与儿童社会行为之间的相互影响模型提供了支持。
The goals of this research were to develop a model of social exchange in children and to test hypotheses proposed in model concerning the strength of relations between social information-processing patterns and social behavior. This model conceptualized social behavior as a function of the child's processing of a set of social environmental cues. It was posited that this processing occurs in five separable sequential steps, including the encoding of social cues, the mental representation of those cues, the accessing of potential behavioral responses, the evaluation and selection of an optimal response, and the enactment of that response. It was hypothesized that skillful processing at each step increases the probability that a child will behave in a manner that is judged to be competent by peers and adults and that increments in prediction will accrue from measures of each processing step. It was further hypothesized that peer's judgments of a child would be based on their processing of that child's behavior and that this processing would influence their behavior toward that child. Two studies evaluated these and other hypotheses derived from the proposed model. In Study 1, socially competent and incompetent (as assessed by teachers and peers) kindergarten through second-grade children (N = 43) were presented with videotaped stimuli designed to assess patterns of processing social information about a particular social domain, that of peer group entry. In a separate session, children were asked to participate in an actual peer group entry task with two peers from their classroom. Measures of each of the five steps of processing were found to predict children's competence and success at this behavioral task, with unique increments in prediction being provided by several steps of processing. A child's performance at peer group entry significantly predicted peer's judgments of him or her, and those judgments, in turn, significantly predicted the peer's behavior toward that child. Each of these findings supported the proposed model. Study 2 was a replication of these findings with samples of well-adjusted and clinically referred aggressive second- through fourth-grade boys and girls (N = 79) and an extension to a second social domain, that of responding to a provocation by peers. Assessments of the five steps of processing were conducted as in Study 1, for each of two social domains (peer group entry and responding to a provocation). Children also participated in a peer group entry task and were exposed to an actual provocation by a peer. Observations of children's naturally occurring peer group entry and aggressive behavior in the classroom and on the playground were also conducted. The group entry processing variables significantly predicted a child's competence at actual group entry, both in the laboratory task and on the playground; the provocation processing variables did not predict group entry behavior. On the other hand, the provocation processing variables significantly predicted the aggressiveness of a child's behavioral response to the actual provocation, whereas the group entry processing variables did not. These findings supported a domain-specific model of the relation between social information-processing patterns social behavior. Study 2 also replicated other patterns of Study 1, in that peers based their judgments of a child on that child's behavioral competence at group entry, and their behavior toward tha child could be predicted from their judgments of the child. Together, these studies provide support for a reciprocal influence model of the relation between social information-processing patterns and children's social behavior.