Relationship between Cognitive Perspective Taking and Teachers' Ratings of Children's Classroom Behavior in Grades One through Four

Kurdek, Lawrence A.

doi:10.1080/00221325.1978.10533312

Cited by 19 publications

(11 citation statements)

References 12 publications

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“…These ratings of the children were then correlated with their performance on two perspective-taking tasks, the nickel-dime task (Flavell, 1968) and an affective perspective-taking task developed by the authors. Like the Kurdek (1978) study, antisocial behavior was positively correlated with relatively superior perspectivetaking in the emotionally disturbed group of children. However, in the Waterman et ~ (1981) study, there was a negative correlation between withdrawn behavior and perspective-taking.…”

Section: Ratings Of Behavior and Role-takingmentioning

confidence: 49%

“…In contrast, Kurdek (1978) correlated a composite measure of classroom adjustment (using five prosocial items and seven antisocial items) with perfonnance on two perspective-taking tasks and found that the children rated as antisocial were the best perspective-takers. These were children who were discipline problems, highly disruptive, prone to fighting and quarreling, depressed and shy.…”

Section: Ratings Of Behavior and Role-takingmentioning

confidence: 92%

“…Rating scales depend on memory of the observer and variable lengths of time the rater may have known the subject. Occasionally, rating scales are pieced from different sources (Kurdek, 1978) which attenuates any reliability and validity strength of the original measure. Further, it is difficult to assess the accuracy of behavioral ratings when they probably reflect observers' global assessment of behavior.…”

Section: Ratings Of Behavior and Role-takingmentioning

confidence: 99%

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Role-taking and behavior

Uphoff¹

2000

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The present study examined the relationship between the cognitive skill of role-or perspective-taking and naturally occurring behavior of behaviorally disordered children. Twenty-six boys, aged five years, nine months to twelve years, two months were tested and observed at their treatment facility. It was predicted that children who could take the perspective of others would prefer peer to adult interaction, would more likely give positive attention to their peers and would be more likely to use affective language than their non perspective-taking peers. These and related hypotheses were examined by observing each participant's interactive behavior for 36 minutes distributed over three different settings, lunch, freetime and organized activity on six or more 2 different days. To determine perspective-taking skill, two perspectivetaking instruments were administered in a separate room at the treatment site. One measure (the Chandler role-taking task) required a child to tell a story from a series of three cartoon pictures and then retell the story from the point of view of a late arriving bystander. The other task (the Friendship interview from the Selman Measure of Interpersonal Understanding) assessed role-taking on the basis of the child's responses to questions about a filmstrip story that depicted a conmon dilemma between close friends. The variety and frequency of affective words was assessed by counting the affective words used by the child when responding to the first role-taking task, the cartoon stories. A vocabulary test was administered at the same time as the other cognitive measures. Before data analysis began, such methodological concerns as reliability of the observational code, reliability of the judges' scoring of the role-taking tasks and internal consistency of the measures were addressed. Cognitive measures, use of affective language and behavioral categories were then correlated with each other. The vocabulary test was used to partial general verbal skill from the relationship of role-taking and affective language. In addition to examining relationships among the measures, the children were divided into nerspective-taking and non perspective-taking groups and compared on the various behavioral and language measures.It was found that perspective-takers engaged in more neutral interaction with their peers than did non perspective-takers. While there was no negative relationship between perspective-taking and neutral interaction with adults, it was found that perspective-takers received less positive and negative attention from adults. Although no relationship was found between perspective-taking and th~ general categories of distributing positive attention to peers and adults, there was a relationship between a specific sub-category of positive attention, sharing and the Selman perspective-taking measure. Helping behavior was marginally correlated with the Chandler perspective-taking task. No relationship was found between perspective-taking and receiving positive or negative attention from pee...

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Section: Ratings Of Behavior and Role-takingmentioning

confidence: 49%

Section: Ratings Of Behavior and Role-takingmentioning

confidence: 92%

Section: Ratings Of Behavior and Role-takingmentioning

confidence: 99%

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Role-taking and behavior

Uphoff¹

2000

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show abstract

“…** P < .01. *** P < .001. ment (6,9,10,11,14,18). Specifically, we found the Ss with few social skills problems to perceive themselves as being socially competent, to be aware of themselves as social objects, and to possess mature conceptions about (a) individuals as psychological organisms and (b) conflict resolution in friendship.…”

Section: Resultsmentioning

confidence: 92%

“…Both Feffer (7) and Weinstein (19) have postulated that children's ability to infer the thoughts, attitudes, feelings, needs, and motivations of others mediates their interpersonal competence. Although not extensive, there is supportive evidence that children with well-developed social cognitive skills such as perspective taking, interpersonal problem solving, and distributive justice 202 JOURNAL OF GENETIC PSYCHOLOGY are reported by parents and teachers to be well adjusted and interpersonally competent (9,10,11,16,18). Children with well developed distributive justice skills have also been found to demonstrate competent social behavior in actual classmate interactions (6).…”

Section: A Introductionmentioning

confidence: 93%