Social information processing patterns, social skills, and school readiness in preschool children

Ziv, Yair

doi:10.1016/j.jecp.2012.08.009

Cited by 116 publications

(93 citation statements)

References 68 publications

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“…This model has been consistently and thoroughly applied to explain aggression (for a review see de Castro, 2004), but scarcely used towards competent social behavior. Positive SIP (i.e., benign interpretation and competent social response construction and decision) has been directly associated with socially competent behavior in children, and indirectly with more positive and motivational perspectives on entering school, via socially competent behavior (Ziv, 2013).…”

Section: New Directions For the Study Of Assertivenessmentioning

confidence: 99%

A Cognitive Perspective for Understanding and Training Assertiveness

Vagos

Pereira

2016

European Psychologist

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Assertiveness has for long been considered an optimal way of expressing oneself whilst at the same time maintaining and/or enhancing social rewards, leading to the conclusion that it should be promoted as an intra and interpersonal protective factor. Yet, little research has tried to provide a comprehensive model on assertiveness, which may better sustain why and how to train it. We propose a cognitive model for explaining how assertiveness comes to be enacted and maintained, considering the activation of previous individual schemas, how they influence the processing of social cues, which in turn influence the interactive activation of cognitive, emotional, and behavioral assertive products. The assertive behavior in turn prompts reactions from the interaction partner. This interpersonal exchange will serve to confirm previous schemas and make them more accessible when facing future social events. We further review findings that sustain the several assumptions involved in this model and proposed how it can sustain cognitivebehavioral approaches to assertive training, building on the premises that the interpersonal psychological functioning is manifested in interpersonal observed behaviors. Subsequently, new directions for the study and training of assertiveness are discussed, based on a social information processing framework and considering the current social challenges and contexts that we, as human beings, must face. KeywordsAssertiveness, cognitive model, assertive training, social information processing RUNNING-HEAD: A cognitive perspective on assertiveness 3 The historical evolution of the concept of assertiveness (for a review see Peneva & Mavrodiev, 2013) place it first as a stable and distinctive individual characteristic by which one might distinguish healthy and unhealthy persons. Afterwards, it was conceived as a method or process by which to better know and express oneself, as well as to communicate with others.Within this intra and inter-personal process perspective, the pioneer definitions on assertiveness refer to the complete and genuine expression of personal feelings, desires and needs (Salter, 2002), in the context of expressing, legitimating, opposing or making demands (Wolpe, 1973).Thus, is focused on standing up for personal rights, getting what you want, and standing up for yourself (Rakus, 1991). A responsible and empathic perspective on assertiveness followed, based on the definition of assertive rights and responsibilities. Assertive individuals have the right to express personal needs and wishes, to make informed and carefully considered decisions, to be treated with care and respect, to acknowledge having made mistakes, changed ones' mind or needing help, to decide and live in the pursuit of ones' best interest. Assertive individuals must also recognize that others have these same rights, and so take responsibility for not violating the rights of others but rather act in mutual respect, benevolent perseverance and politeness (Jakubowski & Lange, 1976). This perspective on ...

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Section: New Directions For the Study Of Assertivenessmentioning

confidence: 99%

A Cognitive Perspective for Understanding and Training Assertiveness

Vagos

Pereira

2016

European Psychologist

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“…Hence, the educational frameworks have an important role -to mediate between factors of risk such as sociodemographic situation (Runions & Keating, 2007) or factors of resilience such as prosocial behavior and friendships in childhood (Burgess, Wojslawowicz, Rubin, Rose-Krasnor, & Booth-LaForce, 2006;Nelson & Crick, 1999) and social adjustment. Contemporary research studies show that mediation for social behavior through processes of social information processing begins already at the age of the kindergarten (Ziv, 2012).…”

Section: Resultsmentioning

confidence: 99%

Integration Between Social Information Processing and Social-Emotional Competence

Bocoș¹,

Shivhon-Sherf²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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The present article addresses the concepts of social information processing and social-emotional competence. The concept of social information processing is addressed from aspects of social adjustment and prosocial behavior, and the concept of social-emotional competence is addressed from both the social components and the emotional components. The article focuses on the relation between the concepts regarding children and is based on the assumption that social information processing constitutes a preliminary process for social behavior related to social-emotional competence. The professional literature addresses the two concepts, and from the review of the concepts the conclusion is that the moment children encounter a social situation a cognitive process is activated, at the end of which social behavior related to social-emotional competence is produced. The article addresses the relation between the concepts and indicates a number of questions. How is it possible to combine between the two concepts in the theoretical context and how is it possible to 'weave' from them instruments for the work of educators in the applied context?

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“…However, mechanisms of learning are more likely to depend on specific processes tapping into the interactions between working memory capacity and long-term memory systems (c.f., Gathercole, 2006). It has been suggested that self-regulation, involving social skills, like ToM, as well as working memory and executive skills, may provide a basis for learning all kinds of academic skills, and that some adequate level of selfregulatory skills is needed to satisfy the necessary conditions for learning (Blair & Raver, 2015;Ziv, 2013). On the other hand, learning conditions for children with weak self-regulatory skills might be enhanced if environmental adjustments were made (Blair & Raver, 2015).…”

Section: Working Memory and Developing Reading Skillsmentioning

confidence: 99%

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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Social information processing patterns, social skills, and school readiness in preschool children

Cited by 116 publications

References 68 publications

A Cognitive Perspective for Understanding and Training Assertiveness

A Cognitive Perspective for Understanding and Training Assertiveness

Integration Between Social Information Processing and Social-Emotional Competence

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

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