Matilde Brunetti, Stefania Sette, Tiffany Cheng, Fiorenzo Laghi, Emiddia Longobardi, Concetta Pastorelli, Antonio Zuffianò, Robert J. Coplan
The present study aims to differentiate groups of children and early adolescents characterized by their motivations for social withdrawal and personal experiences with solitude. Participants were N = 561 (307 girls) children and early adolescents, aged 8–14 years (M = 11.32, SD = 1.63), who completed self-report assessments of motivations for social withdrawal (i.e., shyness, unsociability), social/asocial dissatisfaction (i.e., loneliness, aloneliness), time alone, affect during solitude, personality traits (i.e., Big Five), and indices of internalizing difficulties (i.e., social anxiety, depression). Results from a Latent Profile Analysis (LPA) provided evidence of three distinct groups characterized by different motivations for social withdrawal and experiences with solitude: (1) the shy group, characterized by higher levels of loneliness, social anxiety, depression, and emotional instability; (2) the unsociable group, who reported higher levels of aloneliness and average scores of extraversion and internalizing difficulties; and (3) the sociable group, characterized by lower levels of both loneliness and aloneliness, and higher levels of extraversion. Overall, findings confirmed the heterogeneity in how children and early adolescents experience solitude, their motivations, and individual dispositions.
{"title":"Solitary groups: A latent profile analysis of motivations for social withdrawal and experiences of solitude in late childhood and early adolescence","authors":"Matilde Brunetti, Stefania Sette, Tiffany Cheng, Fiorenzo Laghi, Emiddia Longobardi, Concetta Pastorelli, Antonio Zuffianò, Robert J. Coplan","doi":"10.1111/sode.12742","DOIUrl":"https://doi.org/10.1111/sode.12742","url":null,"abstract":"The present study aims to differentiate groups of children and early adolescents characterized by their motivations for social withdrawal and personal experiences with solitude. Participants were <i>N </i>= 561 (307 girls) children and early adolescents, aged 8–14 years (<i>M</i> = 11.32, SD = 1.63), who completed self-report assessments of motivations for social withdrawal (i.e., shyness, unsociability), social/asocial dissatisfaction (i.e., loneliness, aloneliness), time alone, affect during solitude, personality traits (i.e., Big Five), and indices of internalizing difficulties (i.e., social anxiety, depression). Results from a Latent Profile Analysis (LPA) provided evidence of three distinct groups characterized by different motivations for social withdrawal and experiences with solitude: (1) the <i>shy</i> group, characterized by higher levels of loneliness, social anxiety, depression, and emotional instability; (2) the <i>unsociable</i> group, who reported higher levels of aloneliness and average scores of extraversion and internalizing difficulties; and (3) the <i>sociable</i> group, characterized by lower levels of both loneliness and aloneliness, and higher levels of extraversion. Overall, findings confirmed the heterogeneity in how children and early adolescents experience solitude, their motivations, and individual dispositions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"19 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601391","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}
Alessandra Geraci, Elena Commodari, Paola Perucchini
Racial concepts emerge in preschool age, and affect children's evaluations of others’ actions. This research investigated whether 2.5-year-old and 7-year-old children's (N = 160; 100% White) evaluations may be influenced by an initial racial bias when both out-group and in-group protagonists were evaluated directly by attributing the responsibility of negative or positive outcomes (i.e., fair or unfair distributions of resources). After seeing each of two familiarization events, displaying fair and unfair distributions performed by a hidden distributor, toddlers were asked to assign positive and negative outcomes to two distributors that were portrayed on drawings (Experiment 1) or photographs (Experiments 2–3) of White or Black faces. Seven-year-old children were assessed with the same forced-choice character task by using photographs (Experiment 4). Toddlers showed a significant tendency to attribute a fair distribution of resources to Black faces only when these were shown by photographs. Conversely, 7-year-olds manifested a pro-White/anti-Black racial bias. These findings support prior literature on the age-related development of race prejudice starting not before the three years of life, and shed light on an initial state that is aimed at intergroup coalitions.
{"title":"Early intergroup coalition: Toddlers attribute fair distributions to Black rather than White distributors","authors":"Alessandra Geraci, Elena Commodari, Paola Perucchini","doi":"10.1111/sode.12740","DOIUrl":"https://doi.org/10.1111/sode.12740","url":null,"abstract":"Racial concepts emerge in preschool age, and affect children's evaluations of others’ actions. This research investigated whether 2.5-year-old and 7-year-old children's (<i>N </i>= 160; 100% White) evaluations may be influenced by an initial racial bias when both out-group and in-group protagonists were evaluated directly by attributing the responsibility of negative or positive outcomes (i.e., fair or unfair distributions of resources). After seeing each of two familiarization events, displaying fair and unfair distributions performed by a hidden distributor, toddlers were asked to assign positive and negative outcomes to two distributors that were portrayed on drawings (Experiment 1) or photographs (Experiments 2–3) of White or Black faces. Seven-year-old children were assessed with the same forced-choice character task by using photographs (Experiment 4). Toddlers showed a significant tendency to attribute a fair distribution of resources to Black faces only when these were shown by photographs. Conversely, 7-year-olds manifested a pro-White/anti-Black racial bias. These findings support prior literature on the age-related development of race prejudice starting not before the three years of life, and shed light on an initial state that is aimed at intergroup coalitions.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"9 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140601484","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}
Samantha Ehli, Silvia Schneider, Albert Newen, Babett Voigt
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.
{"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 (<jats:italic>N</jats:italic> = 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}
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.
{"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}
Nina S. Chmielowice-Szymanski, Tessa A. M. Lansu, William J. Burk, Yvonne H. M. van den Berg, Antonius H. N. Cillessen
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.
{"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}
Brian Bello, Erin Flynn, G. John Geldhof, Dian Yu, Megan K. Mueller, Kristin Licardi, Kevin N. Morris
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.
{"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}
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.
{"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 (<jats:italic>N </jats:italic>= 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 (<jats:italic>N</jats:italic> = 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}
McLennon Wilson, Adrienne Richter Powell, Linda Sosa Hernandez, Emma Green, Claudia Labahn, Heather Henderson
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.
{"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}
The text of picture books is a fertile source through which young children learn about mental states. By focusing on English and Japanese books (N = 100; for children aged 3–5 years) as respective representatives of independent and interdependent cultures, the present study examined the cultural differences in the use of two types of mental state language: emotion and cognition. While our findings revealed no cultural differences in emotional word tokens or types, cognitive word tokens and types were higher in English picture books than in Japanese ones. Importantly, English picture books exhibited more self-oriented mental state references, while Japanese picture books had more other-oriented mental state references. Our study suggests that mental state references in picture books reflect culture-specific characteristics.
{"title":"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","authors":"Yuko Okumura, Shunya Taguchi, Yasuhiro Kanakogi","doi":"10.1111/sode.12731","DOIUrl":"https://doi.org/10.1111/sode.12731","url":null,"abstract":"The text of picture books is a fertile source through which young children learn about mental states. By focusing on English and Japanese books (<i>N</i> = 100; for children aged 3–5 years) as respective representatives of independent and interdependent cultures, the present study examined the cultural differences in the use of two types of mental state language: emotion and cognition. While our findings revealed no cultural differences in emotional word tokens or types, cognitive word tokens and types were higher in English picture books than in Japanese ones. Importantly, English picture books exhibited more self-oriented mental state references, while Japanese picture books had more other-oriented mental state references. Our study suggests that mental state references in picture books reflect culture-specific characteristics.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"64 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139903129","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}
Children's participation in the social structure from the first stages of life shapes not only their development but also how they learn to become well-adjusted members of their cultural environment. In the presented study, using focal-follow and participatory observation, we depict the reality in early and middle childhood (N = 23; ages 2–7) of Yurakare children living in Bolivia's Amazonian area. We attempt to determine whether the facets of the LOPI model (Learning by Observing and Pitching in) proposed by Rogoff are represented in the everyday way of life of Yurakare children. This is the first systematic, quantitative study of children's social environment and practice in this Indigenous community. The results show that the practices of the Yurakare people are based on two things: (1) inclusion of all ages in community life, which cultivates children to engage in useful activities even while having fun; (2) the primacy of mature activities, which is in line with the LOPI model.
{"title":"From everyday participation to ways of life: Development of Yurakare children in Bolivia's Amazonian area","authors":"Natalia Siekiera, Arkadiusz Białek","doi":"10.1111/sode.12732","DOIUrl":"https://doi.org/10.1111/sode.12732","url":null,"abstract":"Children's participation in the social structure from the first stages of life shapes not only their development but also how they learn to become well-adjusted members of their cultural environment. In the presented study, using focal-follow and participatory observation, we depict the reality in early and middle childhood (<i>N</i> = 23; ages 2–7) of Yurakare children living in Bolivia's Amazonian area. We attempt to determine whether the facets of the LOPI model (Learning by Observing and Pitching in) proposed by Rogoff are represented in the everyday way of life of Yurakare children. This is the first systematic, quantitative study of children's social environment and practice in this Indigenous community. The results show that the practices of the Yurakare people are based on two things: (1) inclusion of all ages in community life, which cultivates children to engage in useful activities even while having fun; (2) the primacy of mature activities, which is in line with the LOPI model.","PeriodicalId":48203,"journal":{"name":"Social Development","volume":"37 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515214","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}
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