Contextual factors in children's social information processing.

Dorsch, Andrea; Keane, Susan P.

doi:10.1037/0012-1649.30.5.611

Cited by 20 publications

(20 citation statements)

References 19 publications

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“…Because children's responses to girls may differ from their responses to boys, those studies risked confounding the gender of the participant with the gender of the target child (see Dorsch & Keane, 1994). In such studies, when gender differences are observed, investigators are unable to determine whether perceived differences are a function of the different ways that boys and girls respond to social problems or whether they are related to differences in the ways in which children in general respond to girls as opposed to boys (Bukowski, 1990).…”

mentioning

confidence: 99%

Gender Influences on Preschool Children's Social Problem-Solving Strategies

Walker¹,

Irving²,

Berthelsen³

2002

The Journal of Genetic Psychology

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ABSTRACT. The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.

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confidence: 99%

Gender Influences on Preschool Children's Social Problem-Solving Strategies

Walker¹,

Irving²,

Berthelsen³

2002

The Journal of Genetic Psychology

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“…Instead, these studies use an unseen "opponent" as an assumed peer, though the opponent is actually being manipulated by the experimenter. For example, Dorsch and Keane (1994) used a computer game to experimentally manipulate children's engagement in a cooperative or competitive interaction. They identified computer games as an "ecologically valid" method of studying children's social information-processing (Dorsch & Keane, 1994).…”

Section: Proposed Methods For Measuring Real-time Hostile Attributionsmentioning

confidence: 99%

“…For example, Dorsch and Keane (1994) used a computer game to experimentally manipulate children's engagement in a cooperative or competitive interaction. They identified computer games as an "ecologically valid" method of studying children's social information-processing (Dorsch & Keane, 1994). They noted that engaging children in playing a computer game would produce "realistic personal involvement" (Dorsch & Keane, 1994).…”

Section: Proposed Methods For Measuring Real-time Hostile Attributionsmentioning

confidence: 99%

“…They identified computer games as an "ecologically valid" method of studying children's social information-processing (Dorsch & Keane, 1994). They noted that engaging children in playing a computer game would produce "realistic personal involvement" (Dorsch & Keane, 1994).…”

Section: Proposed Methods For Measuring Real-time Hostile Attributionsmentioning

confidence: 99%

“…Dorsch and Keane (1994) used a math game against a fictional peer opponent which was designed to defeat the participant in half of the games and to be defeated by the participant in the other half of games. In this study, hostile attributions were measured using a traditional vignette measure after the video games were completed.…”

Section: Proposed Methods For Measuring Real-time Hostile Attributionsmentioning

confidence: 99%

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Real‐time hostile attribution measurement and aggression in children

Yaros

Lochman

Rosenbaum

et al. 2014

Aggressive Behavior

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Hostile attributions are acknowledged as an important part of maladaptive social information-processing that results in aggression in children. Literature suggests the largest effect size between aggressive behavior and hostile attributions is found when hostile attributions are measured using staged situations rather than commonly used vignette-based measures (Orobio de Castro et al., 2002), but few, if any, studies have investigated hostile attributions as they occur in real-time. The current study uses an interactive, video racing game along with a verbal and nonverbal response procedure to measure hostile attributions while children are playing against a presumed peer. A sample of 75 children between the ages of 10 and 13 played the game while their parents were asked to rate their child's reactive and proactive aggression. It was expected that the new real-time measure of hostile attributions would predict reactive aggression, but not proactive aggression. The predictive ability of the new measure was compared with that of the traditional, vignette-based measure of hostile attributions.Participants played a computer video game created for this study by racing their car against a presumed peer, though the opponent's car was actually computer-operated and preprogrammed to ambiguously provoke participants by crashing into their car. A visual prompt appeared on screen to elicit real-time attribution responses, either verbally or nonverbally, after each of eight crashes and at eight non-crash moments.iii Participants' hostile attributions using the nonverbal and verbal response procedures were significantly positively related to parent-rated reactive aggression, when controlling for proactive aggression. Multiple regression indicated that the real-time measure was a significant predictor of reactive aggression, while the vignette-based measure was not. The results of this study illustrate how hostile attributions in real-time occur quickly and simultaneously with social interaction, which differs from the deliberative, controlled appraisal process described in previous literature. These findings can be used to identify specific appraisal deficits in children at risk for aggressive behavior, which could enhance preventive interventions by more precisely targeting these cognitions and more effectively preventing aggression. iv LIST OF ABBREVIATIONS AND SYMBOLS αCronbach's index of internal consistency; probability of a Type I error

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Moral Reasoning

Harvey

2005

Social Problem Solving and Offending

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Contextual factors in children's social information processing.

Cited by 20 publications

References 19 publications

Gender Influences on Preschool Children's Social Problem-Solving Strategies

Gender Influences on Preschool Children's Social Problem-Solving Strategies

Real‐time hostile attribution measurement and aggression in children

Moral Reasoning

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