DEVELOPMENT OF SOCIAL UNDERSTANDING

描述：建议的多性状、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，他们的家庭和同伴关系，以及他们的学校 在儿童期中期进行调整。这是英国儿童的样本 从4岁起就被跟踪了。拟议的研究将延长这一范围 纵向研究，直到孩子9岁和10岁。这个 应用程序还建议将研究范围扩大到包括横断面 40名9岁和10岁儿童的样本，他们被确认为 学龄前儿童既“难以管理”，也面临日后行为和同伴的风险 关系问题。这项研究将产生关于社会和认知的数据 联系关系以及理解和调整的过程 在学龄前阶段和童年中期之间。这样做的一个主要目的是 研究计划是为了弥合研究之间的差距，了解 心智和社会关系。该应用程序还寻求探索 一个人的社会和认知过程之间的相似和差异 “未经挑选的(标准)样本和困难学龄前儿童的样本。” 要探索的主要研究领域是：1)发展变化 以及社会和道德理解的差异，执行控制， 和认知功能，以及友谊，以及它们的比较 主要样本和难以管理的样本中的模式；2) 在社会道德理解、执行控制和 在亲密关系和同伴关系中并列第二和第四 随着时间的推移，对于规范的和难以管理的样本，等级 二年级和四年级，与早期家庭经历有关，早期 两个样本的友谊和早期社会认知评估；以及 (3)适应、自我能力和反社会的预测因子 二年级和四年级的行为。

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.