Social Cognition in Preschoolers: Social Perception Social Knowledge, and Relationship Goals and ExpectationsReport as inadecuate




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The purpose of the present study was to test the utility of a model of young children's social cognition as a predictor of preschoolers' social competence with same-age peers. The model investigated in this study proposes that three, relatively independent, domains of social-cognitive processes are pertinent to young children's peer relations. The first of these processing skills, social knowledge, was conceptualized as a repertoire of social strategies. The second skill, social perception, was conceptualized as both the accurate encoding of relevant social cues and the positive interpretation of social cues that have been encoded. The final element of this model of social cognition is young children's relationship goals and expectations, or the extent to which preschoolers would like to play with other children and feel that other children would like to play with them. Subjects in this study were 34 4- and 5-year-old children who completed multiple assessments that were developed or adapted to measure each of these domains with preschoolers. Results indicated that measures of each of the three hypothesized domains were associated with measures of children's peer competence. Furthermore, measures of aspects of two of the domains - the quality of social knowledge and positive interpretation of social cues - independently predicted teacher-rated peer competence when the subjects' general verbal ability was statistically controlled. These results are interpreted as evidence that multiple, at least partially independent, social cognitive processes may guide children's social behavior. Associations among measures of the three hypothesized domains of social cognition suggest that the hypothesis that these domains are independent may not be entirely adequate. Furthermore, the pattern of associations among measures of these domains and measures of children's verbal ability and peer competence provide some evidence that a two-factor model may provide a more accurate and parsimonious description of young children's social cognitive processing. (Contains 11 tables.) [Master Theses, Auburn University.]

Descriptors: Cues, Play, Social Behavior, Preschool Children, Social Cognition, Verbal Ability, Interpersonal Competence, Interpersonal Relationship, Models, Cognitive Processes, Expectation





Author: Meece, Darrell Wesley

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10449&id=ED503484







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