DEVELOPMENT OF SOCIAL UNDERSTANDING

描述：提出多性状、多方法研究的目的 是描述儿童的社会性和道德性之间的关系 理解，他们的家庭和同伴关系，以及他们的学校 童年中期的适应。 这个英国孩子的样本 从4岁开始跟踪。 拟议的研究将扩大这一点， 纵向研究，直到孩子9岁和10岁。 的 申请还建议扩大研究，包括一个横截面 样本40名儿童谁是9和10岁，谁被确定为 学龄前儿童既“难以管理”，也有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， 联系各种关系的进程以及对理解和调整的影响 在学龄前和童年中期之间。 这样做的一个主要目的 研究计划是为了弥合研究之间的差距， 思想和社会关系。 该应用程序还试图探索 社会和认知过程之间的平行和差异， “标准样本和困难学龄前儿童样本。" 主要的研究领域是：1）发展变化 以及社会和道德理解的分化，执行控制， 和认知功能，以及友谊， 主要样本和“难以管理”样本中的模式; 2） 社会道德理解、执行控制和 在第二和第四阶段， 标准样本和“难以管理”样本的等级， 二年级和四年级，以及与早期家庭经验，早期 友谊和早期社会认知评估; (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.