Social Interaction and Social Organization of Israeli Fiveto Seven-Year-Olds

1981 ◽  
Vol 4 (2) ◽  
pp. 143-155 ◽  
Author(s):  
Rachel Hertz-Lazarowitz ◽  
Dina Feitelson ◽  
Shoshana Zahavi ◽  
Willard W. Hartup
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Social Organization ◽  
Social Interactions ◽  
Age Differences ◽  
First Graders ◽  
Free Play ◽  
Solitary Play ◽  
Parallel Play

Four hundred and eight children kindergartners and first-graders from three experimental infant schools in Israel were observed in outdoor free play, forty minutes each day, for three continuous weeks. Social interactions and social organization were recorded using a modified version of Parten's (1932) system of categorization. Findings showed that the children engaged mainly in positive-active behaviors (over fifty-four percent). Solitary play and onlooker behavior accounted for thirty percent of children's social behavior. Parallel play occurred less frequently than reported earlier for younger children, although no age differences were observed between kindergartners and first graders. Boys were significantly more active than girls, and exhibited negative social interaction more frequently. Social organization was balanced. Children were observed fifty-seven percent in dyads, twenty-seven percent in groups of three and four children, and fourteen percent in groups with more than five children. Kindergartners participated in significantly smaller groups than first graders.

Social Interaction Patterns of High and Low Status Behaviorally Disordered Students within Self-Contained Classroom Settings: A Pilot Investigation

1984 ◽  
Vol 10 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Larry Maheady ◽  
Diane M. Sainato
Keyword(s):  
Special Education ◽  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Free Play ◽  
High Status ◽  
Interaction Patterns ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
Special Education Programs

The purpose of the present investigation was to provide information regarding the social interaction patterns of behaviorally disordered students in self-contained special education programs. The highest and lowest sociometrically rated students in each of three elementary, self-contained special education programs were observed during free play time for 5 minutes each day over a 4-week period. The quantity (frequency), quality (positive or negative), and reciprocal nature of their social interactions with classroom peers were recorded. Results of this investigation indicate that, for the most part, social interactions among behaviorally disordered youngsters were both positive and reciprocal in nature. In addition, no discernible differences were noted between the target-initiated social behavior of high and low status students. However, specific differences were found in peer social behavior that was directed toward the target subjects. High status students were the recipients of (a) higher rates of peer initiations, (b) greater percentages of positive social initiations, and (c) fewer negative social contacts. Low status children, on the other hand, encountered fewer peer-initiated contacts, and of these, a greater percentage were negative in nature. Implications for future research are discussed.

Electrical Emissions in Gymnotus Carapo and Their Relation To Social Behavior

Behaviour ◽  
1970 ◽  
Vol 37 (1-2) ◽  
pp. 1-14 ◽  
Author(s):  
J.A. Valone
Keyword(s):  
Life History ◽  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Physical Contact ◽  
Postural Responses ◽  
The Social ◽  
History Of ◽  
Electrical Stimuli

Abstract1. The relation between the social behavior and the electrical emissions of Gymnotus carapo is examined. 2. Members of the species Gymnotus carapo approach certain sources of electrical stimuli and, in a statistically significant number of instances, assume a stance parallel to the plane from which the stimuli originate. 3. The approach and postural responses elicited by electrical cues resemble those observed when two fish, placed in the same tank, interact socially. 4. Electrical cues therefore appear to facilitate certain social interactions in Gymnotus carapo. 5. The character of electrical emission in Gymnotus carapo appears to change as a function of certain social interaction: a. Interaction resembling aggression is accompanied by brief increases in the frequency of emission. b. The increases in frequency appear to be linked to thrusting movements. c. Fish interacting with one another appear to lock into a common frequency more often than fish that are not in physical contact with one another. d. During social interaction, one of the two fish is occasionally observed to halt emissions altogether. 6. The exact significance of the social behavior observed in the context of the life history of Gymnotus carapo is unknown.

Culture as a normative social behavior

2021 ◽  
pp. 136-143
Author(s):  
Andrey Yakovlevich Flier
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Social System ◽  
Special Role ◽  
System A

The article shows that in culture as a social system, a special role is played by normative social behavior, which regulates social interaction and communication between people, and mores, with the help of which the regulation of social interactions is carried out.

scholarly journals The Emotional Lexicon Used by Male and Female Communication: Study of Balinese Language Used in South Kuta-Bali

2020 ◽  
Vol 3 (2) ◽  
pp. 364-372
Author(s):  
I Gusti Ayu Vina Widiadnya Putri ◽  
I Dewa Ayu Devi Maharani Santika
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Qualitative Method ◽  
The Other ◽  
Male And Female ◽  
The Social ◽  
Data Source ◽  
Emotional Lexicon ◽  
Communication Study

The aims of this research is to analyse about the differences of emotional lexicon used by male and female communication in South Kuta-Bali when they used Balinese language in their daily interaction.  The scope of male and female is closely related to the social behavior which includes the social identity of male and female in society and this becomes the basis of how the language is used in this context of social. This research is interested to uncover more how people use language in terms of expressing their emotional in social interaction. This study is a sociolinguistic approach used the theory from Hickey, Raymon (2010). The data source in this study is the south Kuta community who use Balinese language in social interactions. The Data collection is done by observation, interview, recording and note taking and descriptive qualitative method is applied to analyze the data. The result of the analysis found that the emotional lexical is used by the male and female in their social interaction, it could mention that both Augmentatives and Euphemisms is used by male and female in their social interaction however the augmentative is mostly used by female in informal occasion. Balinese female often used prohibition instead of imperative in expressing her idea about ordering someone to do something. In the other hand, the male directly used imperative sentence in ordering something. He usually does not use many awkwardness to say his point in a conversation. This may be considered that the male often go to the straight point when expressing his idea. Keywords: Emotional Lexicon, Male and Female

Happiness and Social Behavior

2019 ◽  
Vol 30 (8) ◽  
pp. 1111-1122 ◽  
Author(s):  
Jordi Quoidbach ◽  
Maxime Taquet ◽  
Martin Desseilles ◽  
Yves-Alexandre de Montjoye ◽  
James J. Gross
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Social Relationships ◽  
Positive Emotion ◽  
Empirical Support ◽  
Social Partner

It is often assumed that there is a robust positive symmetrical relationship between happiness and social behavior: Social relationships are viewed as essential to happiness, and happiness is thought to foster social relationships. However, empirical support for this widely held view is surprisingly mixed, and this view does little to clarify which social partner a person will be motivated to interact with when happy. To address these issues, we monitored the happiness and social interactions of more than 30,000 people for a month. We found that patterns of social interaction followed the hedonic-flexibility principle, whereby people tend to engage in happiness-enhancing social relationships when they feel bad and sustain happiness-decreasing periods of solitude and less pleasant types of social relationships that might promise long-term payoff when they feel good. These findings demonstrate that links between happiness and social behavior are more complex than often assumed in the positive-emotion literature.

scholarly journals Increased expression of schizophrenia-associated gene C4 leads to hypoconnectivity of prefrontal cortex and reduced social interaction

2019 ◽  
Author(s):  
Ashley L. Comer ◽  
Tushare Jinadasa ◽  
Lisa N. Kretsge ◽  
Thanh P.H. Nguyen ◽  
Jungjoon Lee ◽  
...  
Keyword(s):  
Prefrontal Cortex ◽  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Confocal Imaging ◽  
Immune Gene ◽  
Causative Role ◽  
Severe Mental Disorder ◽  
Brain Disorder ◽  
Spine Development

ABSTRACTSchizophrenia is a severe mental disorder with an unclear pathophysiology. Increased expression of the immune gene C4 has been linked to a greater risk of developing schizophrenia; however, it is unknown whether C4 plays a causative role in this brain disorder. Using confocal imaging and whole-cell electrophysiology, we demonstrate that overexpression of C4 in mouse prefrontal cortex neurons leads to perturbations in dendritic spine development and hypoconnectivity, which mirror neuropathologies found in schizophrenia. We find evidence that microglia-neuron interactions and microglia-mediated synaptic engulfment are enhanced with increased expression of C4. We also show that C4-dependent circuit dysfunction in the frontal cortex leads to decreased social interactions in juvenile mice. These results demonstrate that increased expression of the schizophrenia-associated gene C4 causes aberrant circuit wiring in the developing prefrontal cortex and leads to deficits in early social behavior, suggesting that altered C4 expression contributes directly to schizophrenia pathogenesis.

Promoting Social Interaction through Teaching Generalized Play Initiation Responses to Preschool Children with Autism

1989 ◽  
Vol 14 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Thomas G. Haring ◽  
Laurie Lovinger
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Severe Disabilities ◽  
Free Play ◽  
Treatment Conditions ◽  
The Social ◽  
Play Behaviors ◽  
Students With Severe Disabilities ◽  
Play Initiation ◽  
Social Interaction Skills

Two experiments were conducted to investigate the effects of play initiation training on subsequent social interactions between students with severe disabilities and their nonhandicapped peers within play contexts. In both studies, five nonhandicapped peers were used as training confederates, and generalization probes were conducted within unstructured free-play situations with a larger number of peers who did not participate in training. In Experiment 1, a preschool student with autistic behaviors was integrated into a regular preschool The effects of two treatment conditions were compared: (a) providing an awareness activity plus rewards for the nonhandicapped peers who initiated interactions and (b) teaching initiations and play behaviors to the student with severe disabilities. The results indicated that although the awareness activity plus reward condition increased the frequency of peer initiations, peer responsivity to the initiations by the student with severe disabilities remained low. When the student with severe disabilities was taught to initiate interactions and play appropriately, the level of initiation by the student increased and the level of responsivity by the peers toward his initiations also increased. In Experiment 2, we replicated this effect with two students who were integrated into a kindergarten class. The effects of competent social interaction skills on shaping environments that are responsive to the social initiations of students with severe disabilities are discussed.

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.

Language and Play of Preschool Children Learning English as a Second Language and Native English Speakers

1982 ◽  
Vol 50 (1) ◽  
pp. 119-124 ◽  
Author(s):  
Shavaun M. Wall ◽  
Sarah M. Pickert
Keyword(s):  
Second Language ◽  
Preschool Children ◽  
Native English Speakers ◽  
Free Play ◽  
English Speakers ◽  
Solitary Play ◽  
Parallel Play ◽  
English Speaking ◽  
Group Play ◽  
Learning English

To study the frequency and complexity of language in relation to levels of social play, 5 preschool children learning English as a second language and 5 English-speaking peers were observed during free play in the fall and 6 mo. later in the spring. In the fall native English speakers were observed proportionately more often in group play. In the spring, both groups were observed more in group play and less in solitary play. All children spoke more often and used more complex speech during group play than during solitary or parallel play. Observed social interactions were primarily positive for both groups. The relation between developing language and play is discussed in the context of the total social environment.

Social Interactions among Preschool Children

1980 ◽  
Vol 46 (4) ◽  
pp. 248-253 ◽  
Author(s):  
Michael J. Guralnick
Keyword(s):  
Preschool Children ◽  
Social Interactions ◽  
Free Play ◽  
Handicapped Children ◽  
Developmental Levels ◽  
Play Interactions ◽  
Severely Handicapped ◽  
Potential Benefits ◽  
Integrated Programs ◽  
Parallel Play

To obtain information on the potential benefits of integration, this study investigated the nature and extent of social interactions among preschool children at different developmental levels. Communicative and parallel play interactions of mildly, moderately, severely, and nonhandicapped children were observed during free play across two time periods. The results revealed that (a) nonhandicapped and mildly handicapped children interacted with each other more frequently than expected on the basis of availability, and they interacted with moderately and severely handicapped children less frequently than expected; (b) moderately and severely handicapped children interacted with all four developmental groups as expected by the criterion of availability; and (c) whenever this pattern of interaction changed over time, it was typically in the direction of enhancing the differences noted in the first statement. These findings are discussed in terms of the potential value of integrated programs for children of varying developmental levels.

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