PERSON PERCEPTION AND SOCIAL INTERACTION OF JEWISH AND DRUZE KINDERGARTEN CHILDREN IN ISRAEL

1977 ◽  
Vol 285 (1 Issues in Cro) ◽  
pp. 338-354 ◽  
Author(s):  
Michaela Lifshitz
Keyword(s):  
Social Interaction ◽  
Person Perception ◽  
Kindergarten Children

Person perception in strategic social interaction

2014 ◽  
Author(s):  
Vasundhara Sridharan ◽  
Oliver Sheldon ◽  
Yuichi Shoda
Keyword(s):  
Social Interaction ◽  
Person Perception

Physical Attractiveness and Popularity: A Predictive Study

1987 ◽  
Vol 60 (3) ◽  
pp. 723-726 ◽  
Author(s):  
Murray Krantz
Keyword(s):  
Social Interaction ◽  
Social Status ◽  
Physical Attractiveness ◽  
Kindergarten Children ◽  
School Year ◽  
The Family ◽  
Sociometric Choice ◽  
Highly Correlated ◽  
Predictive Study

The purpose of the study was to identify physical attractiveness as a causal antecedent to sociometric choice in kindergarten children. This required an assessment of attractiveness, unbiased by prior friendship among peers. Nominations of physical attractiveness were elicited from 48 kindergarten children and from their mothers in the family homes prior to the beginning of the school year and so prior to social interaction among peers. Social status was assessed after 5 wk. of social interaction in the kindergarten. Physical attractiveness nominations by girls were highly correlated with popularity for girls but not for boys. Attractiveness ratings by mothers of girls were highly correlated with popularity but there was no relationship for mothers of boys.

scholarly journals Relationship Of Pragmatic Abilities And Social Interaction With Intensity Of Using Gadgets In Kindergarten Children In Surakarta

2021 ◽  
pp. 73-78
Author(s):  
Roy Romey Mangunsong ◽  
Sudarman Sudarman
Keyword(s):  
Social Interaction ◽  
Odds Ratio ◽  
Statistical Significance ◽  
Sampling Technique ◽  
Kindergarten Students ◽  
Kindergarten Children ◽  
The Social ◽  
Interaction Variables ◽  
Relationship Of ◽  
The Relationship

Background: The occurrence of serious problems in children's mental development, that children will become aggressive, lack of social interaction and deteriorating of communication skills, is affected by the introduction of gadgets too early and the intensity of uncontrolled use of gadgets by parents. Aim of this study is to determine the relationship between pragmatic ability and social interaction with the intensity of using gadgets in kindergarten children in Surakarta.  Methods: This research was conducted in the kindergarden TK ABA Thoyibah Surakarta, TK Sri Juwita Hanum Surakarta dan TK Negeri Pembina city of Surakarta in april until august 2020. Sample conduct using total sampling technique. Amount of sample is 115 students of kindergarden. The relationship of the variables studied, both pragmatic ability and social interaction with the intensity of using gadgets, is an Odds Ratio (OR), which is exponential from b, the statistical significance of the Odds Ratio is tested with mannova.  Results: The results of the analysis of the pragmatic ability variable showed that Exp B: 2,916, p: 0,420. The results of the social interaction variable analysis showed that Exp B: 2,977, p: 0.011.  Conclusion: Pragmatic ability and social intensity are jointly related to the intensity of using gadgest in kindergarten students in Surakarta, with the results of the analysis of the variable pragmatic ability Exp B: 2,916, p: 0,420 and the results of the analysis of social interaction variables Exp B: 2,977, p: 0.011.

scholarly journals Attending to and neglecting people: bridging neuroscience, psychology and sociology

2016 ◽  
Vol 371 (1693) ◽  
pp. 20150365 ◽  
Author(s):  
Riitta Hari ◽  
Mikko Sams ◽  
Lauri Nummenmaa
Keyword(s):  
Social Interaction ◽  
Information Needs ◽  
Person Perception ◽  
Temporal Dynamics ◽  
Brain Activity ◽  
Human Behaviour ◽  
Holistic View ◽  
Stimulus Response ◽  
Brain Functions ◽  
The Future

Human behaviour is context-dependent—based on predictions and influenced by the environment and other people. We live in a dynamic world where both the social stimuli and their context are constantly changing. Similar dynamic, natural stimuli should, in the future, be increasingly used to study social brain functions, with parallel development of appropriate signal-analysis methods. Understanding dynamic neural processes also requires accurate time-sensitive characterization of the behaviour. To go beyond the traditional stimulus–response approaches, brain activity should be recorded simultaneously from two interacting subjects to reveal why human social interaction is critically different from just reacting to each other. This theme issue on Attending to and neglecting people contains original work and review papers on person perception and social interaction. The articles cover research from neuroscience, psychology, robotics, animal interaction research and microsociology. Some of the papers are co-authored by scientists who presented their own, independent views in the recent Attention and Performance XXVI conference but were brave enough to join forces with a colleague having a different background and views. In the future, information needs to converge across disciplines to provide us a more holistic view of human behaviour, its interactive nature, as well as the temporal dynamics of our social world.

Sociometric Status and Social Interaction: Are the Neglected Children Socially Less Active?

1986 ◽  
Vol 63 (2) ◽  
pp. 823-830 ◽  
Author(s):  
Guy Bégin
Keyword(s):  
At Risk ◽  
Social Interaction ◽  
Strong Support ◽  
Social Behaviors ◽  
Free Play ◽  
Kindergarten Children ◽  
Sociometric Status ◽  
Adjustment Problems ◽  
Neglected Children ◽  
The Difference

Previous studies have clearly established that isolated children display less social behaviors than popular ones and that poorly accepted as well as isolated children are at risk for future adjustment problems. These findings prompt the author to predict that children of the various sociometric statuses should display differential rates of social interaction with peers. Predictions were tested by administering during the second term to 99 kindergarten children a sociometric measure and by videotaping each child for 1 hr. during free play. Whether or not the child was in social interaction with peers was subsequently coded at 5-sec. intervals by two observers. Sociometric scores and inter- and intraobserver agreements were high. Popular children were the most socially active, followed by the average, the rejected, and then the neglected children, which confirmed all hypotheses. These results give strong support for the validity of the difference between the neglect and rejected vs the popular and the average children and suggested that such work must include the child's rate of social interaction with peers as a covariable in the analyses to identify differences between statuses.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

Reduction of spermatogonia and testosterone in rat testes flown on space lab-3

1986 ◽  
Vol 44 ◽  
pp. 248-249
Author(s):  
Delbert E. Philpott ◽  
W. Sapp ◽  
C. Williams ◽  
T. Fast ◽  
J. Stevenson ◽  
...  
Keyword(s):  
Social Interaction ◽  
Social Status ◽  
Population Size ◽  
Physiological Response ◽  
Social Rank ◽  
Reproductive Function ◽  
Testicular Development ◽  
Organ Weights ◽  
Reproductive Maturation ◽  
Metabolic Activities

Space Lab 3 (SL-3) was flown on Shuttle Challenger providing an opportunity to measure the effect of spaceflight on rat testes. Cannon developed the idea that organisms react to unfavorable conditions with highly integrated metabolic activities. Selye summarized the manifestations of physiological response to nonspecific stress and he pointed out that atrophy of the gonads always occurred. Many papers have been published showing the effects of social interaction, crowding, peck order and confinement. Flickinger showed delayed testicular development in subordinate roosters influenced by group numbers, social rank and social status. Christian reported increasing population size in mice resulted in adrenal hypertrophy, inhibition of reproductive maturation and loss of reproductive function in adults. Sex organ weights also declined. Two male dogs were flown on Cosmos 110 for 22 days. Fedorova reported an increase of 30 to 70% atypical spermatozoa consisting of tail curling and/or the absence of a tail.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

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