Linking social skills and adjustment

Kamper‐DeMarco, Kimberly E.; Shankman, Jessica; Fearey, Eliot; Lawrence, Hannah R.; Schwartz‐Mette, Rebecca A.

doi:10.1016/b978-0-12-817752-5.00003-2

Cited by 10 publications

(6 citation statements)

References 88 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The combination of positive affective experiences and internal mechanisms involved in predictive timing may help explain why rhythm-based activities have a beneficial effect on language, as mentioned earlier, and social abilities (Brodal et al, 2017; Nummenmaa et al, 2021; Reybrouck et al, 2018; van Noorden et al, 2017; Vuust et al, 2011). The development of these social and emotional abilities has important implications for child development and growth (Planalp & Braungart-Rieker, 2015), academic achievement, and psychological well-being over time (Denham & Brown, 2010; Kamper-DeMarco et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…In some instances, computerized music programs can emulate social demands and train social skills in neurotypical and socially impaired children on the autism spectrum. Music training is, therefore, an interesting activity capable of fostering socio-emotional development and has significant ramifications for child development (Planalp & Braungart-Rieker, 2015), academic achievement, and psychological well-being over time (Denham & Brown, 2010; Kamper-DeMarco et al, 2020). To understand the potential neural changes that underlie this skill development and transfer, we turn next to brain plasticity, the effects of which have been extensively studied in musicians.…”

Section: Music Training and Other Skill Transfersmentioning

confidence: 99%

See 1 more Smart Citation

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Jamey

Foster

Hyde

et al. 2023

Preprint

View full text Add to dashboard Cite

Inhibition control is an essential executive function and the cornerstone of important skills during children's development, like self-regulation and the development of social and language abilities. Better inhibition control is associated with higher academic achievement (e.g., reasoning skills, mathematics, and science). Music training requires inhibition control when learning new motor skills of an instrument, synchronized group training, monitoring performance, and auditory stream prioritization. This meta-analysis examined for the first time whether music-based training improves inhibition control in children. A rigorous search of the literature from 1980 to 2022 yielded 2182 records (N = 1528). Twenty studies had longitudinal designs, of which eight were randomized-clinical trials (RCTs) with an active control condition. Inhibition control measures included the flanker, go/no-go, and Stroop tests or similar preschool adaptations. A random-effects meta-analysis of these studies showed a moderate-to-large effect size for improvement in inhibition control after music training compared to control programs in the eight RCTs (SMD = 0.63, CI = 0.41 to 0.85, p < .0001). The full set of twenty longitudinal studies that included quasi-experimental designs and passive control groups showed a small-to-moderate effect size (SMD = 0.36, CI = 0.21 to 0.50, p < .0001). These findings highlight that music training, probably owing to its time-bound multisensory and multimodal demands fostering brain plasticity, plays a privileged role in improving executive functioning in children, especially inhibition control. We recommend further validation of music training to complement education and as a therapeutic tool for clinical populations with inhibition control difficulties (e.g., Autism, ADHD).

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Music Training and Other Skill Transfersmentioning

confidence: 99%

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Jamey

Foster

Hyde

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Another source providing information on social competence is the social information processing model. In the social information processing model, the positive responses of children in social situations reveal positive social interaction (Kamper-DeMarco et al, 2020). To the authors' knowledge, there are no studies examining social informationprocessing processes and social interaction.…”

Section: Discussionmentioning

confidence: 98%

Social Information Processing in Preschool Children: Relations to Social Interaction

Şenol

Metin

2021

Participatory Educational Research

View full text Add to dashboard Cite

The Social Information Processing Process Model consists of organizing the social adaptation and behavior of children in line with their responses to the social situations they encounter with their peers in their daily lives. The Social Information Processing Model affects children's ability to interact with their peers, their level of interaction, and provides information about the structure of interaction. In this direction, it was aimed to examine the relationship between social information processing and social interaction skills of 60-72 month-old children. The study was designed in relational screening model. The study group of the research consisted of 250 children, between 60 -72 months, with normal development in the fall semester of the 2020-2021 academic year. The Social Information Processing Interview-Preschool Version and Children's Interaction Rating Scale were used as data collection tools in the study. The data were collected by reading stories with children, asking questions about the story and observation. Since no normal distribution was observed in the analysis of the data, Spearman's Rank-Order Correlation Test was used. As a result of the study, there was a statistically significant and positive relationship between "interpretation, response diversification, response decision", which were sub-dimensions of Social Information Processing Interview and "cooperation, selfcontrol, assertiveness", sub-dimensions of the Interaction Rating Scale for Children. This situation can be evaluated as children who make positive comments in social situations they encounter, who create positive reactions and react positively, are more cooperative in the context of social interaction, have a strong sense of self-control, and their assertiveness skills are high.

show abstract

“…A high level of social skills during preschool age can help children internalize social rules, acquire positive social behaviors, and interact with peers effectively ( Hosokawa and Katsura, 2017 ; Hukkelberg et al, 2019 ). However, deficits in social skills may lead to a series of adaptation problems, such as problem behaviors, loneliness, depression, and even violence ( Ziv, 2013 ; Davis and Qi, 2020 ; Kamper-DeMarco et al, 2020 ; García-Fernández et al, 2022 ). According to the direct linear effects model of children’s development, temperament can directly affect children’s social and emotional development.…”

Section: Introductionmentioning

confidence: 99%

Preschool children’s negative affect and social skills in China: The moderating effect of the teacher–child relationship

Wang

Tao

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

Negative affect is an important temperament in children, influencing their social skills. However, the evidence for this association in preschool children is limited. Moreover, the underlying mechanisms that explain the relationship between preschool children’s negative affect and social skills remain less understood. Thus, the primary goal of this study was to examine the moderating role of the teacher–child relationship in the associations between negative affect and social skills of Chinese preschoolers. A sample of 198 preschool children (Mage = 58.64 ± 3.83 months, 53% boys), recruited from 13 classes in two public kindergartens in Shanghai, China, participated in this 1-year longitudinal study. The mothers reported children’s negative affect, while the teachers reported children’s social skills and the teacher–child relationship. Results of a series of moderating effect analyses showed that (1) T1 negative affect could significantly negatively predict T2 social skills (cooperation, self-control, and assertion), and (2) the associations between negative affect and social skills were moderated by the teacher–child relationship (including teacher–child closeness and conflict). Specifically, a high level of teacher–child closeness buffered the prediction of negative affect on social skills, while a high level of teacher–child conflict aggravated the said prediction. The findings highlight the importance of the teacher–child relationship in the development of children’s social skills during preschool age when they have a high level of negative affect. This has important implications for the development of interventions to improve teacher–child relationships and children’s social skills.

show abstract

Linking social skills and adjustment

Cited by 10 publications

References 88 publications

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Does Music Training Improve Inhibition Control in Children? A Systematic Review and Meta-Analysis

Social Information Processing in Preschool Children: Relations to Social Interaction

Preschool children’s negative affect and social skills in China: The moderating effect of the teacher–child relationship

Contact Info

Product

Resources

About