Social Development最新文献_第4页

If looks could talk: Threat and familiarity influence with whom and how infants interact in ambiguous situations 如果外表会说话威胁和熟悉程度影响婴儿在模棱两可的情况下与谁互动以及如何互动

IF 2 4区心理学

Social Development Pub Date : 2024-03-23 DOI: 10.1111/sode.12741

Samantha Ehli, Silvia Schneider, Albert Newen, Babett Voigt

{"title":"If looks could talk: Threat and familiarity influence with whom and how infants interact in ambiguous situations","authors":"Samantha Ehli, Silvia Schneider, Albert Newen, Babett Voigt","doi":"10.1111/sode.12741","DOIUrl":"https://doi.org/10.1111/sode.12741","url":null,"abstract":"We investigated how apparent threat of an ambiguous stimuli modulates infants’ looking to interaction partners of varying familiarity (mother, familiar experimenter, unfamiliar experimenter). We hypothesized a preference for familiar informants under higher apparent threat, but a preference for unfamiliar informants under lower apparent threat. The informant encouraged infants (N = 104, 8–13 months) to cross a visual cliff in one of two apparent threat conditions (lower vs. higher drop‐off). Under lower threat, infants looked equally long to all informants, but switched gazes more often between their mother and the cliff. Infants explored the cliff more and crossed more often in the mother condition compared to the other two conditions. They also expressed less negative affect in the presence of the mother compared to the unfamiliar experimenter, but not compared to the familiar experimenter. Under high threat, a similar pattern emerged, except that looking duration to the unfamiliar informant was shorter compared to the low threat condition. Heart rate acceleration appeared when infants were placed on the cliff compared to a baseline phase. Higher levels of negative affectivity (but not higher arousal) were observed under higher compared to lower threat. Overall, we found little evidence of the influence of threat within the visual cliff task. We argue that infants may have perceived the cliff as quite challenging even in the lower threat condition and call for more research on the situational embeddedness of early social learning processes.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"95 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140199179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Convergent and divergent parental emotion socialization processes shape children's emotional responding 父母情绪社会化过程的趋同性和差异性塑造了儿童的情绪反应

IF 2 4区心理学

Social Development Pub Date : 2024-03-12 DOI: 10.1111/sode.12739

Laura DeLoretta, Elizabeth L. Davis

{"title":"Convergent and divergent parental emotion socialization processes shape children's emotional responding","authors":"Laura DeLoretta, Elizabeth L. Davis","doi":"10.1111/sode.12739","DOIUrl":"https://doi.org/10.1111/sode.12739","url":null,"abstract":"Parents have an essential role in shaping children's emotional responses, a process called emotional socialization. Typically, researchers measure parental socialization behaviors via self‐report and in‐laboratory observations. However, the extent to which there is convergence between parents’ reported and enacted socialization practices is an open question. The aims of the current study were (1) to quantify the convergence/divergence in parents’ reported and enacted emotional socialization practices and (2) to analyze how convergence/divergence in specific parent socialization practices relates to children's emotional responding across different contexts (alone and with a parent). Participants were a diverse sample of 181 parent‐child dyads (children ages 3–11). We analyzed emotion socialization strategies (problem‐focused reactions, emotion‐focused reactions, expressive encouragement, punishing reactions, minimizing reactions, and distress reactions) as they related to children's behavioral and physiological responding to an emotional challenge. We found an overall pattern of divergence for most socialization strategies, but convergence for problem‐focused reactions. For children's observed distress, a convergent pattern of reported and enacted minimizing specifically was related to more distress while alone. For children's physiological reactivity, enacted problem‐solving was related to greater parasympathetic decreases across social context (from being alone to being with parent). Taken together, our findings suggest that convergence and divergence in parental emotional socialization practices may capture unique variability in how parents contextually respond to children's feelings, and children's emotional responding.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140117004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Long-term implications of childhood and adolescent popularity for social behavior and status in emerging adulthood 童年和青少年时期的受欢迎程度对成年后社会行为和地位的长期影响

IF 2 4区心理学

Social Development Pub Date : 2024-03-06 DOI: 10.1111/sode.12735

Nina S. Chmielowice-Szymanski, Tessa A. M. Lansu, William J. Burk, Yvonne H. M. van den Berg, Antonius H. N. Cillessen

{"title":"Long-term implications of childhood and adolescent popularity for social behavior and status in emerging adulthood","authors":"Nina S. Chmielowice-Szymanski, Tessa A. M. Lansu, William J. Burk, Yvonne H. M. van den Berg, Antonius H. N. Cillessen","doi":"10.1111/sode.12735","DOIUrl":"https://doi.org/10.1111/sode.12735","url":null,"abstract":"Peer status is associated with social functioning throughout childhood and adolescence, but little is known about its’ long-term implications. This study examined longitudinal associations of childhood and adolescent popularity with social behavior and status in emerging adulthood. In line with concurrent associations of popularity with social behavior, we hypothesized that childhood popularity would be associated with a positive, prosocial profile, and adolescent popularity would be associated with a powerful and forceful profile. As research has shown curvilinear associations of popularity with aggression in childhood and adolescence, we also examined whether longitudinal associations were curvilinear. Peer-nominated popularity was measured at 9 and 16 years of age for 118 longitudinal participants. At age 24, they participated in a survey and an online video call session together with three unfamiliar peers, after which everyone in the session rated each other's social behavior. Results showed significant curvilinear associations of childhood and adolescent popularity with emerging adult social behavior and status. Childhood popularity was associated with positive, prosocial behavior and status indicators, showing that in addition to high childhood popularity, also low childhood popularity was associated with higher peer-reported positive, prosocial behavior. High adolescent popularity was associated with both positive, prosocial, and powerful and forceful behavior and status indicators, with especially low adolescent popularity associated with lower levels of these behaviors and status in emerging adulthood. Childhood and adolescent popularity were thus uniquely and differentially associated with social behavior and status in emerging adulthood.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"27 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring social and emotional functioning as a facet of positive youth development among children and adolescents in special education and mental health treatment 在接受特殊教育和心理健康治疗的儿童和青少年中测量社会和情感功能，作为青少年积极发展的一个方面

IF 2 4区心理学

Social Development Pub Date : 2024-03-06 DOI: 10.1111/sode.12738

Brian Bello, Erin Flynn, G. John Geldhof, Dian Yu, Megan K. Mueller, Kristin Licardi, Kevin N. Morris

{"title":"Measuring social and emotional functioning as a facet of positive youth development among children and adolescents in special education and mental health treatment","authors":"Brian Bello, Erin Flynn, G. John Geldhof, Dian Yu, Megan K. Mueller, Kristin Licardi, Kevin N. Morris","doi":"10.1111/sode.12738","DOIUrl":"https://doi.org/10.1111/sode.12738","url":null,"abstract":"This study assessed the validity of a set of social and emotional functioning constructs derived from the PYD short form (PYD-SF) measure within a sample of children and adolescents with one or more mental health diagnoses related to social, emotional, or behavioral challenges. Using repeated measures design, responses to the PYD-SF and the Social-emotional assets and resilience scale were collected over two years from 369 students enrolled in special education. Multilevel factor analyses parsed within-person variability from between-person differences to understand the internal consistency of the target measures when used with clinical and special education populations. Associations between the social-emotional constructs from the PYD-SF and an assessment of social-emotional assets and resilience were examined. A two-level confirmatory factor analysis using seven PYD factors and the Social-Emotional Assets and Resilience Scale indicated a very good model fit; all factor loadings were statistically significant at both levels. Results supported the validity and internal reliability of the social-emotional constructs from the PYD-SF measure for assessing the social and emotional competencies of youth with social, emotional, and/or behavioral challenges, but with the caveat that researchers should consider a higher degree of specificity when using it with youth from this population. The broad factors utilized in previous work should be reframed to emphasize separate types of connection. When keeping this revised framing in mind, the social-emotional constructs of the PYD-SF measure provide a tool for teachers, parents, and clinicians to use in treatment planning and identifying strategies to support positive development for diverse youth.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"12 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing methods of social preference assessment in childhood 比较儿童社会偏好评估方法

IF 2 4区心理学

Social Development Pub Date : 2024-02-27 DOI: 10.1111/sode.12736

Benjamin deMayo, Kristina R. Olson

{"title":"Comparing methods of social preference assessment in childhood","authors":"Benjamin deMayo, Kristina R. Olson","doi":"10.1111/sode.12736","DOIUrl":"https://doi.org/10.1111/sode.12736","url":null,"abstract":"A central question in social cognitive development concerns the degree to which children prefer social ingroup members relative to social outgroup members. Forced‐choice measures and continuous rating scales are often used to assess these preferences, but little work has examined the extent to which these two methods yield similar or divergent estimates. In Study 1, we used a within‐subjects design to assess gender‐, race‐, and accent‐based preferences in 5–6‐year‐old predominantly white children (N = 100) with both a forced‐choice and a rating measure (on a 1–6 scale); replicating prior work, children expressed ingroup preference along all three dimensions regardless of how they were assessed. In Study 2, we replicated the discrepancy between forced‐choice and rating in children's ingroup gender preferences in a more racially diverse sample (N = 55). In both studies, while responses on forced‐choice and rating measures were correlated, estimates of ingroup preference were stronger in each domain when assessed with a forced‐choice measure. We discuss the implications for researchers who wish to assess social group preferences.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"9 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Shyness, social engagement, and conversational response times in children's dyadic interactions with an unfamiliar peer 儿童与陌生同伴的双人互动中的害羞、社交参与和对话反应时间

IF 2 4区心理学

Social Development Pub Date : 2024-02-07 DOI: 10.1111/sode.12734

McLennon Wilson, Adrienne Richter Powell, Linda Sosa Hernandez, Emma Green, Claudia Labahn, Heather Henderson

{"title":"Shyness, social engagement, and conversational response times in children's dyadic interactions with an unfamiliar peer","authors":"McLennon Wilson, Adrienne Richter Powell, Linda Sosa Hernandez, Emma Green, Claudia Labahn, Heather Henderson","doi":"10.1111/sode.12734","DOIUrl":"https://doi.org/10.1111/sode.12734","url":null,"abstract":"To be a desirable social partner and develop healthy relationships with peers, a child must be able to engage with peers across a variety of contexts. Understanding the factors supporting high levels of social engagement with peers is thereby essential, requiring the development of nuanced and ecologically valid indices of social engagement. Building on recent adult work, the current study explores conversational response time as a novel index of children's social engagement with peers in a dyadic context. This study further explores relationship between conversational response time and children's shyness. Fifty-six 9- to 11-year-old children interacted with an unfamiliar peer in an unstructured setting and completed a self-report measure of shyness. Children's behaviour was coded for their conversational RTs and overall social engagement. Faster conversational RTs were significantly related to children's own social engagement and marginally related to their partners' engagement. Moreover, higher shyness in children's partners predicted faster conversational RTs in children themselves. New directions for using conversational RT as an index of children's social engagement and implications for accounts children's social development are discussed.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"22 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139754417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How are mental state references represented in English and Japanese picture books? An analysis of the frequency of emotional and cognitive words and their relation to the self or others 英语和日语图画书中是如何表现心理状态的？分析情感和认知词汇的使用频率及其与自我或他人的关系

IF 2 4区心理学

Social Development Pub Date : 2024-01-30 DOI: 10.1111/sode.12731

Yuko Okumura, Shunya Taguchi, Yasuhiro Kanakogi

引用次数: 0

From everyday participation to ways of life: Development of Yurakare children in Bolivia's Amazonian area 从日常参与到生活方式：玻利维亚亚马逊地区尤拉卡雷儿童的发展

IF 2 4区心理学

Social Development Pub Date : 2024-01-17 DOI: 10.1111/sode.12732

Natalia Siekiera, Arkadiusz Białek

引用次数: 0

Adaptation and validation of the French version of empathy questionnaire in preschoolers 学龄前儿童移情问卷法文版的改编与验证

IF 2 4区心理学

Social Development Pub Date : 2024-01-06 DOI: 10.1111/sode.12729

Poline Simon, Marine Houssa, Baptiste Barbot, Nathalie Nader-Grosbois

{"title":"Adaptation and validation of the French version of empathy questionnaire in preschoolers","authors":"Poline Simon, Marine Houssa, Baptiste Barbot, Nathalie Nader-Grosbois","doi":"10.1111/sode.12729","DOIUrl":"https://doi.org/10.1111/sode.12729","url":null,"abstract":"At preschool age, children need to develop socio-emotional skills, including empathy, in order to adapt their response during social interactions with peers and adults in various contexts. When preschoolers face difficulties in their social interactions, it is relevant to assess their empathy in order to know whether a specific preventive intervention is needed. This study aimed to adapt and validate the French version of the Empathy Questionnaire (EmQue-vf), which was completed by Belgian mothers of 307 children aged from 2 to 6 years. Mothers also completed the Griffith Empathy Measure (GEM-vf), Theory of Mind Inventory (ToMI1-vf) and Emotion Regulation Checklist (ERC-vf). A CFA confirmed a three-factor structure for EmQue-vf, including 14 items loading onto three factors: (1) Emotion Contagion, (2) Attention to Others’ Feelings, and (3) Prosocial Actions. This structure was confirmed for the boys’ and girls’ samples treated separately, as well as for the overall sample. Internal consistency ranged from acceptable for Emotion Contagion to good for Attention to Others’ Feelings and Prosocial Actions. In terms of concurrent criterion validity with GEM-vf, the three factors of EmQue-vf correlated positively with the affective empathy score and only the Prosocial Actions scale was positively linked with the cognitive empathy score. In terms of construct validity, Pearson's correlations showed a positive link between age and Prosocial Actions. Moreover, the three EmQue-vf subscales were linked positively to Theory of Mind and emotion regulation scores. A negative link was obtained between Prosocial Actions and emotion dysregulation scores. In conclusion, EmQue-vf presents good psychometric qualities. It will be a useful in future research and interventions involving French-speaking children with and without developmental disorders.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"46 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139412130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

No one is going to recess: How children evaluate collective and targeted punishment 没人去课间休息儿童如何评价集体惩罚和有针对性的惩罚

IF 2 4区心理学

Social Development Pub Date : 2024-01-04 DOI: 10.1111/sode.12730

Sarah Thomas, Caroline M. Kelsey, Amrisha Vaish

引用次数: 0