The effect of taxing situations on preschool children’s responses to peer conflict

Caporaso, Jessica S.; Marcovitch, Stuart

doi:10.1016/j.cogdev.2020.100989

Cited by 11 publications

(9 citation statements)

References 73 publications

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“…For example, children may only attribute hostile intent to others when they feel frustrated or may only pursue instrumental goals when they strongly desire an object. The relevance of assessing children's aggressive SIP in emotionally engaging social situations is emphasized by empirical work showing that inducing negative emotions elicits more aggressive SIP and behaviour (e.g., Caporaso & Marcovitch, 2021 ; De Castro et al, 2003 ; Reijntjes et al, 2011 ). Thus, an ecologically valid assessment of children's aggressive SIP requires the use of emotional engaging social situations.…”

Section: Introductionmentioning

confidence: 99%

Interactive virtual reality assessment of aggressive social information processing in boys with behaviour problems: A pilot study

Verhoef

Dijk

Verhulp

et al. 2021

Clin Psychology and Psychoth

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Children's aggressive behaviour is partly determined by how they process social information (e.g., making hostile interpretations or aiming to seek revenge). Such aggressive social information processing (SIP) may be most evident if children are emotionally engaged in actual social interactions. Current methods to assess aggressive SIP, however, often ask children to reflect on hypothetical vignettes. This pilot study therefore examined a new method that actually involves children in emotionally engaging social interactions: interactive virtual reality (VR).We developed a virtual classroom where children could play games with virtual peers. A sample of boys (N = 32; ages 8-13) from regular and special education reported on their SIP in distinct VR contexts (i.e., neutral, instrumental gain and provocation). They also completed a standard vignette-based assessment of SIP.Results demonstrated good convergent validity of interactive VR assessment of SIP, as indicated by significant moderate to large correlations of VR-assessed SIP with vignette-assessed SIP for all SIP variables except anger. Interactive VR showed improved measurement sensitivity (i.e., larger variances in SIP compared to vignettes) for aggressive responding, but not for other SIP variables. Discriminant validity (i.e., distinct SIP patterns across contexts) of interactive VR was supported for provocation contexts, but not for instrumental gain contexts. Last, children were more enthusiastic about the VR assessment compared to the vignette-based assessment.These findings suggest that interactive VR may be a promising tool, allowing for the assessment of children's aggressive SIP in standardized yet emotionally engaging social interactions.

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Section: Introductionmentioning

confidence: 99%

Interactive virtual reality assessment of aggressive social information processing in boys with behaviour problems: A pilot study

Verhoef

Dijk

Verhulp

et al. 2021

Clin Psychology and Psychoth

View full text Add to dashboard Cite

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“…Children interact collaboratively in order to share with their peers in their social environment; thus, they develop positive behaviors (Ciairano et al, 2007;Tomasello & Carpenter, 2007). It is possible for children to respond positively in social situations they encounter by showing cooperative behaviors (Caporaso & Marcovitch, 2021). In the studies conducted, children in the age group 5-6 share socially, understand that their peers need to show positive social behavior by engaging in collaborative social interaction in order to successfully complete a job / study, and exhibit positive social behavior (Schmidt et al, 2016) and it was concluded that they shaped their behavior by interpreting their peers' views (Sher et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Social Information Processing in Preschool Children: Relations to Social Interaction

Şenol

Metin

2021

Participatory Educational Research

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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.

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“…Here is an example of such a statement: Both authors serve as editorial assistant and editor, respectively, of Cognitive Development. Neither author was involved in the editorial process for the manuscript and appropriate steps were taken to ensure that both authors were blind to the review process (Caporaso & Marcovitch, 2021). Some authors have noted that measures to ensure unbiased editorial handling and review also in the case of editors publishing in their own journal 'cannot absolutely prevent all editorial favoritism', but they are still meaningful since clear communication to the scientific community of a stable procedure for handling this type of situations 'might help to maintain and improve journal reputation' (Mani et al, 2013).…”

Section: Arguments In Favour Of Editors Publishing In Their Own Journalsmentioning

confidence: 99%

Editors publishing in their own journals: A systematic review of prevalence and a discussion of normative aspects

Helgesson

Radun

et al. 2022

Learned Publishing

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Journal editors are the main gatekeepers in scientific publishing. Yet there is a concern that they may receive preferential treatment when submitting manuscripts to their own journals. The prevalence of such self-publishing is not known, nor the consequences for reliability and trustworthiness of published research. This study aimed to systematically review the literature on the prevalence of editors publishing in their own journals and to conduct a normative ethical analysis of this practice. A systematic review was performed using the following databases: Medline, PsycInfo, Scopus and Web of Science. Articles that provided primary data about editors publishing in own journals were included. We identified 15 studies meeting inclusion criteria. There was large variability of self-publishing across fields, journals and editors, ranging from those who never published in their own journal to those publishing extensively in their own journal. Many studies suffered from serious methodological limitations. Nevertheless, our results show that there are settings where levels of self-publication are very high. We recommend that editors-in-chief and associate editors who have considerable power in journals refrain from publishing research articles in their own journals. Journals should have clear processes in place about the treatment of articles submitted by editorial board members.

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The effect of taxing situations on preschool children’s responses to peer conflict

Cited by 11 publications

References 73 publications

Interactive virtual reality assessment of aggressive social information processing in boys with behaviour problems: A pilot study

Interactive virtual reality assessment of aggressive social information processing in boys with behaviour problems: A pilot study

Social Information Processing in Preschool Children: Relations to Social Interaction

Editors publishing in their own journals: A systematic review of prevalence and a discussion of normative aspects

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