This study focused on the relationship between social perception and children's involvement in learning tasks. The interaction between disruptive boys' (n=32) perception of the competence attributed to them by their mother, the mother's behavior (verbal and physical intrusion) and the child's involvement in learning tasks was observed in a laboratory setting. Boys were asked to solve easy and difficult tasks on a personnal computer under the supervision of their mother. Observations of mother-child interactions showed that disruptive boys with a negative perception ofthe competence attributed to them by their mother, were less involved in the difficult task than boys who had a positive perception. Mothers of the boys with a negative perception showed more verbal intrusions in the easy task and more physical intrusions in the difficult task than the mothers of boys with a positive perception. Mothers' verbal intrusion, physical intrusion and boys' involvement in the task discriminated 75% of the boys with a negative social perception. These results seem to indicate that disruptive boys do not constitute an homogeneous group and that a significant variation in their involvement in a learning task is related to their perception ofthe competence attributed to them by their mother.

No abstract

This study was conducted to verify the differential effects of content and method of delivery of training on trainers' management strategies and on the behaviors during training of boys who are inattentive, overactive, and aggressive (IOA). In the study, thirty 6-year-old boys identified as having IOA behaviors participated in 24 weekly social skills and self-regulation training sessions. They were divided into four subgroups matched on IQ, Preschool Behavior Questionnaire scores, and parent education level. Two trainers implemented the training with the four subgroups. Trainers' management strategies and the boys' behaviors during training were coded by independent observers. Results indicated that both trainers used more teaching management interventions (e.g., providing information and asking questions) and more behavior management interventions (e.g., calling the child to attention, recall of rules, formal interdictions) during the social skills training than during the self-regulation skills training. Boys had more difficulty sustaining their attention in social skills training than in self-regulation skills training. Implications for careful planning of content and delivery methods with regard to the particular behavioral and developmental needs of children exhibiting IOA behaviors are discussed.