Social Reciprocity: A Review of Research and Educational Implications

1977 ◽  
Vol 43 (8) ◽  
pp. 526-530 ◽  
Author(s):  
Phillip S. Strain ◽  
Richard E. Shores
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Withdrawal ◽  
Educational Strategies ◽  
Social Stimuli ◽  
Social Responses ◽  
Social Reciprocity ◽  
The Social ◽  
Educational Implications ◽  
Positive Social Interaction

This paper analyzes the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. The studies reviewed clearly suggest that social reciprocity is a phenomenon that occurs during interaction among adults and normal and exceptional preschool children. It is suggested here that educational strategies designed to increase positive social interaction be based on a reciprocal conceptualization of social behavior. Such a theoretical framework is reflected in the following procedures: (a) the use of observational strategies that are sensitive to who gives what to whom, when, and with what effect; and (b) the development of intervention efforts that rely on the eliciting effect of social stimuli to accelerate the social responses of withdrawn children.

EDUCATION SELECTIONEuropean Journal of Special Needs Education (1999)

2000 ◽  
Vol 5 (3) ◽  
pp. 139-141
Author(s):  
Sally Beveridge ◽  
Sue Pearson
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Special Needs ◽  
Social Dimension ◽  
Common Theme ◽  
Special Educational Needs ◽  
Physical Proximity ◽  
Special Needs Education ◽  
The Social ◽  
Positive Social Interaction

The three articles from Volume 14 that are reviewed here are linked by a common theme: the social interactions of children with special educational needs. The countries involved, the target group of pupils and the methodology vary but each one draws attention to the complexities of the social dimension of inclusion and suggest that physical proximity alone does not ensure positive social interaction.

The Social Competence Intervention Project: Developing Educational Procedures for Teaching Social Interaction Skills to Handicapped Children

1983 ◽  
Vol 8 (2) ◽  
pp. 120-127 ◽  
Author(s):  
Robert M. Day ◽  
James J. Fox ◽  
Richard E. Shores ◽  
David P. Lindeman ◽  
Joseph J. Stowitschek
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Social Withdrawal ◽  
Experimental Studies ◽  
Critical Aspect ◽  
Handicapped Children ◽  
Social Initiations ◽  
Training Materials ◽  
The Social ◽  
Social Interaction Skills

Social interaction with other children is a critical aspect of a child's development. Many handicapped children display pronounced deficits in this area of development. The Social Competence Intervention Project (SCIP) addressed the problem of social withdrawal of handicapped children by meeting four goals. These were (a) identify social behaviors that are likely to set the occasion for a positive social encounter, (b) evaluate the effectiveness of critical social initiations when used by handicapped children, (c) develop empirically valid teaching procedures, and (d) translate the results of the experimental studies of the first three goals into teacher training materials.

scholarly journals Differences in Mechanisms of Social Interaction of Gifted Children Based on Peer Acceptance [Diferencias en mecanismos de interacción social en niños de altas capacidades en función de la aceptación social]

2019 ◽  
Vol 16 (1) ◽  
pp. 13
Author(s):  
Pablo Hernández-Lastiri ◽  
África Borges ◽  
María Cadenas
Keyword(s):  
Social Interaction ◽  
Social Relations ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
Gifted Children ◽  
Social Responsiveness ◽  
Social Reciprocity ◽  
The Social ◽  
Natural Settings ◽  
Functional Mechanisms

AbstractEarly relationships with equals are considered a relevant factor in people’s development. In order to study social interaction, Santoyo (1996, 2006) proposes the functional mechanisms of social effectiveness, social responsiveness, and reciprocity. To analyze and compare these mechanisms in the participants of the Comprehensive Program for High Abilities (CPHA) with the purpose of detecting possible differences between the students who are better considered by their equals and those who have less social acceptance. The sample was selected by a sociogram, and the social interaction was measured with the Observational Protocol for Interactions within the Classroom-OPINTEC, v.5 (Cadenas & Borges, 2016, 2017; Cadenas, Borges, & Falcón, 2013). The participants show effectiveness and correspondence, but they don’t show social reciprocity. No differences were observed between the most valued ones and the most rejected ones. Observation represents and appropriate methodology for the studying of social relations in natural settings in combination with other procedures. ResumenLas relaciones tempranas con los iguales se consideran un factor relevante en el desarrollo de las personas. Para el estudio de la interacción social, Santoyo (1996, 2006) pro­pone los mecanismos funcionales de efectividad, corres­pondencia y reciprocidad social. Analizar y comparar los mecanismos que regulan la interacción social en alumnado participante del Programa Integral para Altas Capacidades (PIPAC) con el fin de detectar posibles diferencias entre aquellos mejor considerados por sus pares y los que pre­sentan una menor aceptación social. La muestra se selec­ciona mediante el sociograma y la interacción social se mide a través del instrumento de observación Protocolo de Observación de Interacción en el Aula-PINTA, v.5 (Cade­nas & Borges, 2016, 2017; Cadenas et al., 2013). Tanto los estudiantes focales más valorados como los más rechazados muestran patrones indicadores de pre­sencia de efectividad y correspondencia social, pero no re­ciprocidad social. No se observaron diferencias entre am­bos grupos. La observación representa una metodología adecuada para el estudio de relaciones sociales en ambien­tes naturales en combinación con otros procedimientos

Effects of Social Integration on Preschool Children with Handicaps

1989 ◽  
Vol 55 (5) ◽  
pp. 420-428 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Samuel L. Odom ◽  
Matthew L. Speltz
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Competence ◽  
Language Development ◽  
Social Integration ◽  
Experimental Conditions ◽  
The Social ◽  
Interactive Play ◽  
Lower Performing Students

This study examined the effects of (a) integrating handicapped and nonhandicapped children in preschools and (b) a condition designed to promote social integration. Fifty-six children with mild and moderate handicaps were randomly assigned to four experimental conditions: integrated/social interaction, integrated/child-directed, segregated/social interaction, and segregated/child-directed. Observation revealed a higher proportion of interactive play, as well as higher language development, in the social interaction conditions; and children in the integrated/social interaction condition received significantly higher ratings of social competence. These data suggest that structuring social interaction between higher and lower performing children can result in benefits to the lower performing students.

Enhancing Prosocial Play between Handicapped and Nonhandicapped Preschool Children

1984 ◽  
Vol 54 (2) ◽  
pp. 391-402 ◽  
Author(s):  
Robert H. Poresky ◽  
Dani Jo Hooper
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Experimental Design ◽  
Social Play ◽  
Comprehensive Treatment ◽  
Single Subject ◽  
Handicapped Children ◽  
Solitary Play ◽  
The Social ◽  
Parallel Play

In a single-subject experimental design effects of social toys in a teacher-mediated comprehensive treatment on the social play of three preschool handicapped children was examined. The comprehensive treatment included imitative cooperative lesson plans, environmental structure, and teachers' in-service education. The children's baselines began with solitary play and rose to parallel play in the second comprehensive treatment when the. teachers made greatest use of appropriate prompting and reinforcement. These results illustrate the feasibility of teacher-mediated versus researcher-mediated efforts to enhance the social interaction of handicapped and nonhandicapped preschool children.

scholarly journals A movement monitoring system for assessing restricted rodents' movements during social interaction tests

2021 ◽  
Author(s):  
Shai Netser ◽  
Alexander Bizer ◽  
Shlomo Wagner
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Monitoring System ◽  
Video Camera ◽  
Piezoelectric Sensors ◽  
Social Stimuli ◽  
Investigatory Behavior ◽  
The Social ◽  
The Subject ◽  
Movement Monitoring

Abstract Social interactions between rodents is commonly evaluated using setups that enable restricted interactions between two rodents. However, such interactions are most often evaluated only for the animal defined as subject, but not for the social stimuli, which are usually located in a specific compartment. In most cases, behavioral quantification is done using a single video camera that allows visualizing the subject, but not the stimuli. To assess stimuli behavior in such experiments, we constructed a movement-monitoring system, comprising an array of piezoelectric sensors located at the floor of a small triangular chamber to which the social stimulus is allocated. The system and quantification methodology described in the following protocol, together with a camera recorded simultaneously, enabled us to simultaneously evaluate the movements of one or two social stimuli and the subject's investigatory behavior correlated with it.

scholarly journals Budaya Siri’ Na Pacce dan Sipakatau dalam Interaksi Sosial Masyarakat Sulawesi Selatan

2020 ◽  
Vol 22 (1) ◽  
pp. 102
Author(s):  
Auliah Safitri ◽  
Suharno Suharno
Keyword(s):  
Social Interaction ◽  
Ethnic Group ◽  
Ethnic Groups ◽  
Local Knowledge ◽  
Social Group ◽  
Literature Study ◽  
Positive Communication ◽  
South Sulawesi ◽  
The Social ◽  
Positive Social Interaction

The plurality of Indonesian, beside of becoming a property, also becoming a boomerang for the unity of a nation. The conflict that arises will not resolve if they are left casually. The disputes can be overcome and avoided if the society can build positive social interaction among fellow. Therefore, in facing conflicts, it is necessary to realize that an ethnic group is not a social group that must be considered by, however, a local knowledge that is store in a culture of ethnic groups. This research aims to determine the social interaction of South Sulawesi’s communities, namely the ethnic of Bugis, Makassar, Mandar, and Toraja. Those four ethnics have had cultural characteristics that have been being a customs and philosophies of their lives because they have normative elements values that can bind their members. This research is compiled through a literature study in which the data obtained from various books and journals. The result reveals that the ethnics of South Sulawesi have been building social interaction based on the culture of Siri’ Na Pacce and Sipakatau, which are the main foundation in building positive communication among fellow. Those cultures must be well implemented and maintained in building social interaction.

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