Developmental Study of Social Cognition and Social Problem-Solving Strategies in Interpersonal Conflict Situations in Preschool Children

Two training methods (individual versus dyadic) were devised to improve children's performance on a mobile construction task. Forty eight subjects of similar cognitive levels were assigned to one of four training conditions involving opportunities for either individual or group practice, on materials which were either identical to or different from those used during the pretest. Subjects were given a pretest and immediate and delayed posttests consisting of the same mobile construction task used during the training. Posttest evaluations revealed improvement for both groups exposed to individual or group mobile training. However, only the performances of the children who organized the mobile hierarchically at the pretest improved significantly. Results are discussed in terms of opportunities for interpersonal coordination and prerequisites for profitful group interaction.

Download Full-text

The impact of the narrative mindset on effectivity in social problem solving

PLoS ONE ◽

10.1371/journal.pone.0253729 ◽

2021 ◽

Vol 16 (7) ◽

pp. e0253729

Author(s):

Jerzy Trzebiński ◽

Jolanta Zuzanna Czarnecka ◽

Maciej Cabański

Keyword(s):

Social Cognition ◽

Problem Solving ◽

Social Problem ◽

Social Information ◽

Real Life ◽

Experimental Manipulation ◽

Social Problem Solving ◽

Positive Real ◽

Effective Instrument ◽

The Impact

The narrative mindset is a tendency to interpret social information in the frame of stories. Two experiments were conducted to determine if and why the narrative mindset increases social problem-solving effectivity. The experiments consisted of two parts: the experimental manipulation (inducing the narrative mindset or control condition) and the observation of effects. In the second part, presented as a separate study, a participant was asked to advise other people facing interpersonal problems (experiment 1) or emotional problems (experiment 2). Three pairs of coders judged each piece of advice independently on three scales: Effectivity of the advice, empathy, and personalization (using their own experiences in providing the advice). The results indicate that the narrative mindset increases empathy, supported by the co-occurring increase in the problem’s personalization, which leads to higher effectivity. The results reveal the positive real-life implications of structuring social information within a story frame. It may encourage the introduction of the narrative mindset effects into an area of social cognition research. Finally, the experiments show that the narrative mindset may be activated experimentally, providing an effective instrument to test the impact of narrative knowledge on social cognition.

Download Full-text

A DEVELOPMENTAL STUDY OF SOCIAL PROBLEM SOLVING ABILITIES IN EARLY CHILDHOOD

The Japanese Journal of Educational Psychology ◽

10.5926/jjep1953.40.1_64 ◽

1992 ◽

Vol 40 (1) ◽

pp. 64-72

Author(s):

Atsuko AZUMA ◽

Masayuki NOBECHI

Keyword(s):

Early Childhood ◽

Problem Solving ◽

Social Problem ◽

Social Problem Solving ◽

Developmental Study

Download Full-text

The Effect of Solution Focused Brief Group Counseling Program for Improvement of Self Esteem, Parenting Self-Efficiency, and Social Problem Solving Ability -Mothers of Developmentally Disabled Preschool Children-

Family and Family Therapy ◽

10.21479/kaft.2014.22.1.1 ◽

2014 ◽

Vol 22 (1) ◽

pp. 1-28

Author(s):

류청한 ◽

어주경

Keyword(s):

Preschool Children ◽

Problem Solving ◽

Social Problem ◽

Group Counseling ◽

Self Esteem ◽

Social Problem Solving ◽

Developmentally Disabled ◽

Counseling Program ◽

Solution Focused

Download Full-text

A Game-Based Approach to Teaching Social Problem-Solving Skills

Advances in Game-Based Learning - Handbook of Research on Serious Games for Educational Applications ◽

10.4018/978-1-5225-0513-6.ch008 ◽

2017 ◽

pp. 168-195 ◽

Cited By ~ 2

Author(s):

Rebecca P. Ang ◽

Jean Lee Tan ◽

Dion H.L. Goh ◽

Vivien S. Huan ◽

Yoon Phaik Ooi ◽

...

Keyword(s):

Problem Solving ◽

Social Problem ◽

Game Design ◽

Formative Evaluation ◽

Social Problem Solving ◽

Self Control ◽

Problem Solving Skills ◽

Conflict Situations ◽

Approach To Teaching ◽

Future Work

This chapter describes a game-based approach to teaching social problem solving skills. This chapter presents the background, literature review, development and evaluation of a social problem-solving game, Socialdrome, for use with primary school going children in Singapore. The game sought to intentionally teach children to identify and manage feelings, exercise self-control, solve social problems and negotiate conflict situations. This chapter has two objectives. First, we describe the design of Socialdrome, which is in alignment with instructional design and game design principles. In Study 1, we reported a formative evaluation of the game. This led to further refinements of the game. Second, we presented Study 2, an investigation of the learning outcomes and user acceptance arising from using Socialdrome. Here, a summative evaluation of the game in a formal classroom setting was reported. We concluded with directions for future work.

Download Full-text