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The impact of situational context on children's social information processing

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Material Information

Title:
The impact of situational context on children's social information processing the proximal influence of friends
Physical Description:
Book
Language:
English
Creator:
Smith-Schrant, Heather L
Publisher:
University of South Florida
Place of Publication:
Tampa, Fla
Publication Date:

Subjects

Subjects / Keywords:
Social cognition
Social skills
Peer influence
Hostile attribution
Emotion
Dissertations, Academic -- Psychology -- Masters -- USF   ( lcsh )
Genre:
non-fiction   ( marcgt )

Notes

Abstract:
ABSTRACT: There is increasing recognition that contextual aspects of social situations are important determinants of children's social information processing. While it is generally accepted that friends influence children's social behavior, the immediate influence of a friend in specific conflict situations is less understood. Contextualized vignettes depicting hypothetical peer conflict situations were developed to examine the impact of situational context, namely a friend's suggested attribution and an antagonist action cue, on students' social information processing. A repeated measures design examined the proximal influence of situational context on 4th and 5th grade students' (N=367) own intent attributions, emotional reactions, and response evaluations to hypothetical peer conflict scenarios. Results indicated that situational context is important to students' social cognition. Students adjusted their social cognition and emotion in response to cues to an antagonist's intent and were influenced by a friend's comments during peer conflict scenarios. Students' responses were more aligned with the antagonist's action than a friend's suggested attribution. However, a friends' attribution was influential in situations where it conflicted with the antagonist's action. Results of this study help to increase knowledge regarding the context of social cognition and can assist in the development of more ecologically valid social skill interventions.
Thesis:
Thesis (M.A.)--University of South Florida, 2009.
Bibliography:
Includes bibliographical references.
System Details:
Mode of access: World Wide Web.
System Details:
System requirements: World Wide Web browser and PDF reader.
Statement of Responsibility:
by Heather L. Smith-Schrant.
General Note:
Title from PDF of title page.
General Note:
Document formatted into pages; contains 116 pages.

Record Information

Source Institution:
University of South Florida Library
Holding Location:
University of South Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
aleph - 002029062
oclc - 436866827
usfldc doi - E14-SFE0002861
usfldc handle - e14.2861
System ID:
SFS0027178:00001


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Full Text

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CA # rn&(n*n=n (nn Dn !%nn (:n(55n nn(nnE!!,& J,;1C2G!nn nnn,( n"n n"nE!!,*J#,;11@G! n0 nn!r(n (0 nn"5nn nn!, nE;1ACGn"n nn( 5nnn$n" $nn!5(, n(n nn n"nE!!,Hn!, 2332G!nn,n E2332Gn n:n nn"nnnn!n >;n,2An "nE5 n"nG ;>n"n" nEnn!,2332G! ,nnn )n!&nn nnn,"n 5n(nn,n, nnn5nn n(5!nn nn,n5n n 5nn"n!

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FHM
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FHMM
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BF121 (Online)
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Smith-Schrant, Heather L.
4 245
The impact of situational context on children's social information processing :
b the proximal influence of friends
h [electronic resource] /
by Heather L. Smith-Schrant.
260
[Tampa, Fla] :
University of South Florida,
2009.
500
Title from PDF of title page.
Document formatted into pages; contains 116 pages.
502
Thesis (M.A.)--University of South Florida, 2009.
504
Includes bibliographical references.
516
Text (Electronic thesis) in PDF format.
3 520
ABSTRACT: There is increasing recognition that contextual aspects of social situations are important determinants of children's social information processing. While it is generally accepted that friends influence children's social behavior, the immediate influence of a friend in specific conflict situations is less understood. Contextualized vignettes depicting hypothetical peer conflict situations were developed to examine the impact of situational context, namely a friend's suggested attribution and an antagonist action cue, on students' social information processing. A repeated measures design examined the proximal influence of situational context on 4th and 5th grade students' (N=367) own intent attributions, emotional reactions, and response evaluations to hypothetical peer conflict scenarios. Results indicated that situational context is important to students' social cognition. Students adjusted their social cognition and emotion in response to cues to an antagonist's intent and were influenced by a friend's comments during peer conflict scenarios. Students' responses were more aligned with the antagonist's action than a friend's suggested attribution. However, a friends' attribution was influential in situations where it conflicted with the antagonist's action. Results of this study help to increase knowledge regarding the context of social cognition and can assist in the development of more ecologically valid social skill interventions.
538
Mode of access: World Wide Web.
System requirements: World Wide Web browser and PDF reader.
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Advisor: Ellis Gesten, Ph.D.
653
Social cognition
Social skills
Peer influence
Hostile attribution
Emotion
0 690
Dissertations, Academic
z USF
x Psychology
Masters.
773
t USF Electronic Theses and Dissertations.
856
u http://digital.lib.usf.edu/?e14.2861