On the relation between social information processing and socially competent behavior in early school-aged children

Child Dev. 1994 Oct;65(5):1385-97. doi: 10.1111/j.1467-8624.1994.tb00823.x.

Abstract

This article tested the hypotheses that (1) children's behavioral competence is a function of patterns of social information processing; (2) processing correlates of behavior occur at each of 5 steps of processing within each of 3 social situations; (3) measures at each step uniquely increment each other in predicting behavior; (4) the relation between processing and behavior is stronger within than across domains; and (5) processing patterns are more sophisticated among older than younger children and the processing-behavior relation is stronger among older than younger children. Videorecorded stimuli were used to assess processing patterns (encoding, interpretational errors and bias, response generation, response evaluation, and enactment skill) in 3 domains (peer group entry, response to provocation, and response to authority directive) in 259 first-, second-, and third-grade boys and girls (ages 6-9 years). Ratings of behavioral competence in each domain were made by peers and teachers. Findings generally supported hypotheses, with the magnitude of relations being modest.

Publication types

  • Research Support, U.S. Gov't, Non-P.H.S.
  • Research Support, U.S. Gov't, P.H.S.

MeSH terms

  • Age Factors
  • Child
  • Child Behavior*
  • Female
  • Humans
  • Interpersonal Relations
  • Male
  • Peer Group
  • Photic Stimulation
  • Social Behavior*
  • Videotape Recording