A dyadic investigation of shy children's behavioral and affective responses to delivering a speech

IF 3.1 1区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Science Pub Date : 2024-08-19 DOI:10.1111/desc.13558

Raha Hassan, Louis A. Schmidt

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引用次数: 0

Abstract

Shyness is typically associated with avoidant social behavior and restricted affect in new social situations. However, we know considerably less about how one child's shyness influences another child's behavior and affect in new social situations. Children's shyness was parent-reported when children were age 3 (N = 105, 52 girls, M_age= 3.50 years), and children were tested approximately 1 year later (M_age= 4.76 years) in same-gender dyads where they were asked to give an impromptu speech about their most recent birthday in front of an experimenter and the other member of the dyad. We examined whether children's shyness and speech order influenced their own and their social partner's observed behavior and affect during the speech. Regardless of speech order, children's own shyness was positively associated with their own avoidant social behavior and gaze aversion. Regardless of shyness, children who gave their speech second averted their gaze more than children who gave their speech first. We also found that children who gave their speech second displayed less positive affect if their social partner who they watched give the speech first was shyer. We speculate that some 4-year-old children may be sensitive to the avoidant behaviors of their shy peers and, in turn, respond with less animation when it is their turn to participate in the same activity.

Research Highlights

We examined whether preschool children's shyness and speech order influenced their own and their social partner's observed behavior and affect during a dyadic speech task
Children's own shyness was positively associated with their own avoidant social behavior and gaze aversion
Children who gave their speech second averted their gaze more than children who gave their speech first.
Children who gave their speech second displayed less positive affect if their social partner who they watched give a speech first was shyer
These findings suggest that preschool-aged children are sensitive to learning about their environment indirectly through social observation

查看原文本刊更多论文

对害羞儿童在发表演讲时的行为和情感反应的双向调查。

害羞通常与回避社交行为和在新的社交环境中情感受限有关。然而，我们对一个孩子的害羞如何影响另一个孩子在新社交情境中的行为和情感却知之甚少。在儿童 3 岁时，家长会报告儿童的害羞情况（人数 = 105，52 名女孩，年龄 = 3.50 岁），大约 1 年后（年龄 = 4.76 岁），儿童在同性别的二人组中接受测试，他们被要求在实验者和二人组的另一名成员面前就自己最近的生日发表即兴演讲。我们研究了儿童的害羞心理和演讲顺序是否会影响他们自己及其社会伙伴在演讲过程中的行为和情感。无论说话顺序如何，儿童自己的害羞与他们自己的回避社交行为和目光厌恶呈正相关。无论害羞与否，第二个发言的儿童比第一个发言的儿童更多地将目光转向他人。我们还发现，如果先发言的社交伙伴比较害羞，那么后发言的儿童表现出的积极情绪就会减少。我们推测，一些 4 岁儿童可能对害羞同伴的回避行为很敏感，因此当轮到他们参加同样的活动时，他们的反应就不那么生动了。研究亮点：我们研究了学龄前儿童的害羞心理和说话顺序是否会影响他们自己及其社会伙伴在双人说话任务中的行为和情绪。儿童自己的害羞心理与他们自己的回避社会行为和目光厌恶呈正相关。这些发现表明，学龄前儿童对通过社会观察间接了解周围环境很敏感。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Science Multiple-

CiteScore

8.10

自引率

8.10%

发文量

132

期刊介绍： Developmental Science publishes cutting-edge theory and up-to-the-minute research on scientific developmental psychology from leading thinkers in the field. It is currently the only journal that specifically focuses on human developmental cognitive neuroscience. Coverage includes: - Clinical, computational and comparative approaches to development - Key advances in cognitive and social development - Developmental cognitive neuroscience - Functional neuroimaging of the developing brain