Social knowledge. Within the peer culture, norms develop con-cerning the appropriateness of behaviors for specific social situa-tions and children appear to develop skill concepts that can be used to represent this information and guide their future behavior (cf. Asher & Renshaw. 1981: Ladd & Oden, 1979: Corsaro. 1981). As conceive d here, a skill concept entails at least three aspects of social knowledge: (1) knowledge of the goals or purposes of social in-teraction. (2) knowledge of the behavioral strategies that may be used to reach socia l goals, and (3) knowledge of the contexts in which each strategy may be appropriately applied. Children may experience interpersonal difficulties because they act on the basis of skill concepts that are, relative to agemates, inac-curate or deficient in one or more areas of social knowledge. For in-stance, children may inappropriately define the purpose of a game as "to win at all costs*' rathe r than "to have fun with other kids" and. thus, act in ways that discourage peer liking and friendships (Asher & Renshaw. 1981: Renshaw & Asher. in press). Children may also lack knowledge of appropriate strategies fo r achieving social goals (e.g.. how to gain inclusion into on-going peer activity) and. therefore, avoid or withdraw from interaction or perhaps ex-periment wit h strategies that have a low probability of success. Several studies indicate that, relative to specific goals like making a new friend or helping a distressed peer, popular children are more aware o{ socially effective or appropriate strategies than less well-liked children (Asher & Renshaw. 1981: Gottman, Gonso, &. Rassmussen. 1975: Ladd & Oden. 1979). Finally, some children may be less aware of peer norms and conventions for specific social situations or have less knowledge about how changes in interactive contexts may alter the function or appropriateness of specific social behaviors. Children who lack knowledge of situationally ap-propriate behaviors may risk rejection or exclusion by acting in ways that violate peer norms and conventions. Ladd and Oden (1979 ) found that the strategies suggested by unpopular children for helping a distressed peer tended to be unique among classmates and often situationally inappropriate. Skill proficiency. Even with considerable skill knowledge some children may encounter interpersonal difficulties because they lack the ability to produce and skillfully perform the corresponding social behaviors. Although "to act" once on e "knows" about the action may seem automatic for many social behaviors, evidence from skill training investigations with children casts doubt on this

1983 ◽  
Vol 57 (3) ◽  
pp. 711-717
Author(s):  
Bruce N. Eimer

A technique is described for assessing children's predictions of the behavioral strategies that they or other children would be likely to employ in various social situations. The research context in which this assessment technique was developed is also described. Following Kelly's personal construct theory, it is proposed that this technique could provide a means for enriching theoretical knowledge of the connections between children's interpersonal cognitive problem-solving ability and their actual behaviors. Various ways in which the proposed technique could be used in a clinical context are discussed.


Psichologija ◽  
2009 ◽  
Vol 40 ◽  
pp. 21-36
Author(s):  
Gintautas Valickas ◽  
Viktorija Tarozienė

Asocialaus elgesio ir socialinės informacijos apdorojimo sąsajas pagrindžia įvairaus amžiaus vaikų ir paauglių tyrimų rezultatai. Tačiau duomenų apie suaugusių teisės pažeidėjų socialinės informacijos apdorojimą vis dar yra labai mažai. Tai apsunkina iškeltų teorinių prielaidų tikrinimą ir tikslinimą, asocialaus elgesio pasireiškimo prognozavimą, efektyvesnių šio elgesio prevencijos programų parengimą.Remiantis sukauptų tyrimų duomenimis, straipsnyje analizuojamos bendrosios socialinės informacijos apdorojimo raidos tendencijos, socialinės informacijos apdorojimo ir asocialaus elgesio ryšiai vaikystėje ir paauglystėje, taip pat brandžiame amžiuje. Tuo remiantis, keliamos prielaidos, kad yra prosocialių ir asocialių asmenų, suaugusiųjų ir vaikų / paauglių, taip pat suaugusių ir nepilnamečių teisės pažeidėjų socialinio žinojimo vienetų ir socialinės informacijos apdorojimo būdų panašumų bei skirtumų, išskiriamos perspektyviausios tyrimų sritys ir svarbiausios problemos.Pagrindiniai žodžiai: socialinės informacijos apdorojimas, socialinio žinojimo vienetai, vaikų / paauglių ir suaugusiųjų asocialus elgesys.Antisocial Behaviour Genesis from the Social Information Processing PerspectiveGintautas Valickas, Viktorija Tarozienė SummaryQuite numerous research findings show that social information processing underlies different forms of prosocial and antisocial behaviour. Although most of data come from research of children of different age, interest in social information processing andbehaviour in later periods of life markedly grows. More and more authors turn to the question of adult social information processing and antisocial behaviour, considering it as a promising field for criminal behaviour forecast and correction. Two aims ofthis paper are: 1) to describe the main developmental features of social information processing from early childhood to late adolescence and early adulthood; 2) to make assumptions on the connections between social information processing and the antisocial (criminal) behaviour of adults. In this article, we review findings of more than two last decades as it is the most intense period for the development of knowledge in this field.Analysis of the literature shows that patterns of social information processing of people with tendencies to prosocial and antisocial behaviour already differ in groups of children. These differences become more vivid in groups of adolescents as theytend to use antisocial thinking strategies more often and in more steps of information processing than younger children. We suppose that adults have similar but even more clear and vivid patterns of specific social information processing and behaviour than adolescents.Social knowledge of adults is more complex, abstract and differentiated to specific social situations in comparison with people of younger age. Moreover, their information processing is more rapid and complex as well as more tendentious andrigid. Automation of information processing might suspend the learning process and be a source of information processing mistakes in new social situations. We assume that adults, in comparison with children, must have a rather stable and effectivelyworking social information processing directly linked to specific forms of prosocial or antisocial behaviour. We hypothesize that because of a longer antisocial (criminal) experience, some specific features of social knowledge and information processingmight appear. Therefore, researches of social information processing that underlie specific forms of antisocial (criminal) behaviour seem to be most informative and useful in this field.Moreover, it is still very little known about the role of emotions in antisocial behaviour genesis. There is some eloquent data on their important impact on social information processing underlying antisocial behaviour, but we suppose that this impactmight differ in particular stages of development. Keywords: social information processing social knowledge, antisocial behaviour of children/adolescents and adults.


1991 ◽  
Vol 69 (3) ◽  
pp. 728-730
Author(s):  
Gernot Von Collani ◽  
Astrid Kauer ◽  
Synöwe Kauer

Starting from the principal objections against Kelly's 1973 analysis of variance model an overview of several experiments Ss presented supporting a schema-based attribution model of social knowledge. Empirical evidence obtained so far shows that people classify social situations they are going to explain in terms of 9 basic categories for actions and events, that the information preferred and actively searched preceding an attribution is highly specific to the type of situation in question and is guided by an attribution hypothesis central to the knowledge schema, that information search is confirmatory and truncated, that the attributions made are specific to the type of social situation to be explained, and that explanations central to an attribution schema are cognitively more easily available and may be activated by a priming procedure.


2016 ◽  
Vol 5 (1) ◽  
pp. 43 ◽  
Author(s):  
Maaly I. El Malky ◽  
Mervat Atia ◽  
Faten H.Alam

<p>Patients with social skills deficits such as problems with communication with other people, social withdrawal, problems with activities of daily living should be offered to social skills training. Patients with schizophrenia usually have social skills deficits. Social skills training is a set of systematic techniques and strategies useful for teaching interpersonal skills that are based on social learning theory. It is a widely used treatment of a range of psychiatric disorders as schizophrenia. The aim of this study was to examine the effectiveness of social skill training program on self-esteem, depression and interpersonal difficulties among schizophrenic patients. Design: Quasi-experimental design (one group pretest posttest design) was used to achieve the aim of the study. Setting: The study was conducted at The Psychiatric Hospital in Tanta and the Psychiatric Hospital in Mit-Khalf at Menoufyia, Egypt. Sample: A convince sample (50) was selected in the chosen setting inpatient department. Tools: four tools were used for data collection. Tool one: a structured: socio-demographic questionnaire to obtain demographic data about the studied sample. Tool two: The depression, anxiety and stress scale (DASS).In this paper the researcher used the depression scale only which consists of 14 items in the form of rating scale. The depression scale assesses dysphoria, hopelessness, and devaluation of life, self- deprecation, and lack of interest and anhedonia. Tool three: Self- Esteem Inventory Scale: It evaluates attitudes of individuals toward themselves and consists of 25 items. Tool four: Relationship Scales Questionnaire. It consists of 13 items five points Likert- scale. The results: There is a highly significant reduction of the mean score of depressive symptoms and interpersonal difficulties at 0.001 while highly significant increase of the mean score of self-esteem at 0.001 post program than pre program. Conclusion: The social skills training program had a positive effect on interpersonal difficulties, depressive symptoms and self-esteem of the schizophrenic patients after receiving social skill training program. Recommendations: Generalized of social skill training program for all psychotic patients in hospital to improve their social competence and self-esteem.</p>


2013 ◽  
Vol 28 (7) ◽  
pp. 436-441 ◽  
Author(s):  
B. Renwick ◽  
H. Dejong ◽  
M. Kenyon ◽  
N. Samarawickrema ◽  
R. Loomes ◽  
...  

AbstractObjectiveSocial perception is a key aspect of social cognition which has so far not been investigated in eating disorders (ED). This study aimed to investigate social perception in individuals with anorexia nervosa (AN) and bulimia nervosa (BN).MethodsOutpatients with AN (restricting subtype [AN-R]: n = 51; binge-purge subtype [AN-BP]: n = 26) or BN (n = 57) and 50 healthy control (HC) participants completed the Interpersonal Perception Task (IPT-15). This is an ecologically valid task, which consists of 15 video clips, depicting complex social situations relating to intimacy, status, kinship, competition and deception. The participants have to assess relationships between protagonists’ based on non-verbal cues.ResultsOverall, there was no difference between groups on the IPT total score and subscale scores. Group differences on the Intimacy subscale approached significance so post hoc comparisons were carried out. HCs performed significantly better than AN-R participants in determining the degree of intimacy between others.ConclusionsSocial perception is largely preserved in ED patients. Individuals with AN-R show impairments in identifying intimacy in social situations, this may be due to the lack of relationship experience. Further research into different aspects of social cognition is required to establish the link between interpersonal difficulties and ED psychopathology.


1994 ◽  
Vol 20 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Colleen M. Mcmahon ◽  
David P. Wacker ◽  
Gary M. Sasso ◽  
Kristine J. Melloy

There is a consensus among social skills trainers and researchers that broad intervention effects, such as response generalization, are both attainable and desirable, yet recent reviews of the literature have revealed that little is known about collateral effects of procedures designed to effect social interaction. A multiple baseline, multiple probe design was used to evaluate the effects of a social skill intervention for three elementary school age children with behavioral and learning disorders. An observation system utilizing time-sampling and duration recording was developed to assess the acquisition of target social behaviors, the concomitant changes in nontargeted behaviors, and changes in peer and teacher responses to target students as a result of the training package. The results indicated success in increasing student acquisition of targeted social behaviors which in turn led to lengthier peer interactions for all three students. Additionally, all three target students demonstrated increases in nontargeted responses. The results are discussed in light of social skill training, response covariation, collateral effects, and generalization.


2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786


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