Affective ties and social information processing
Bibliographic Data
| ID | 12686641 |
|---|---|
| Authors | Elizabeth A Lemerise (Department of Psychological Sciences Western Kentucky University Kentucky USA, corresponding author), Amanda C Thorn (Western Kentucky University), Amanda Thorn (Department of Psychology Western Kentucky University Kentucky USA), Jennifer Maulden Costello (Department of Psychological Sciences Western Kentucky University Kentucky USA) |
| Year | 2016 |
| Volume | 26 |
| Issue | 3 |
| Pages | 475-488 |
| Publication date | 2016-07-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Development (JOURNAL) |
| Journal identifiers | ISSN: 1467-9507 • E-ISSN: 0961-205X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/sode.12207 |
| OpenAlex | W2498399315 |
| Language | EN |
| Citations received | 3 |
| References cited | 42 |
We examined whether second‐ and fifth‐graders could display differentiated social information processing (SIP) about known peers varying in affective ties. Children's response evaluation and decision (RED) and goal importance ratings were obtained for nine ambiguous provocations involving their best friends, neutral peers, and enemies (three stories for each relationship). For each story, RED was assessed for hostile, competent and passive responses to provocation, and the importance of four social goals was rated. Both second‐ and fifth‐graders displayed RED that depended on both the type of relationship they had with the provocateur and on the type of response (hostile, competent or passive). Children's social goals were affected by their relationship with the provocateur. Younger children's failure to display sensitivity to situational cues in previous studies is likely due to the cognitive demands of reasoning about hypothetical characters rather than an insensitivity to situational cues, per se
Cognition · Developmental psychology · Situational ethics · Social cognition · Social cue · Social information processing · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Psychology · Social Psychology
Response Evaluations and Decisions
Preschool Children’s Social Information Processing Mediates the Link between the Quality of the Parent-Child Relationship and the Child’s Learning Difficulties
Hostile Attribution Biases and Evaluation of Vocally Enacted Responses to Peer Provocation in Early Adolescents
Treating children with early-onset conduct problems
Social Cognition and Children's Aggressive Behavior
Aggression and Moral Development
An Integrated Model of Emotion Processes and Cognition in Social Information Processing
Hostile Attribution of Intent and Aggressive Behavior
Social Cognitive Biases and Deficits in Aggressive Boys
The Domain of Developmental Psychopathology
A cognitive-affective system theory of personality
A review and reformulation of social information-processing mechanisms in children's social adjustment
Affective Social Competence
Parent and Child Cognitive Representations of Social Situations and Children's Social Competence
Actualization of Social Cognitions into Aggressive Behavior toward Disliked Targets
Varieties of Childhood Bullying
Pre‐adolescents’ Peer‐relational Schemas and Social Goals across Relational Contexts
Real‐time decision making and aggressive behavior in youth
Hostile attributions and behavioral strategies in children
Development of response evaluation and decision (RED) and antisocial behavior in childhood and adolescence
Young children's social information processing
Children's perceptions of the outcomes of social strategies
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |