Social information processing and children's social adjustment.

Abstract

Children differ from one another in many ways. One difference that is especially important to children's long-term adjustment is the ability to maintain harmonious relationships with peers. Some children are consistently cooperative with peers, are widely liked, and establish enduring friendships. Others are often aggressive toward peers and have few, if any, friends. Still other children 61

Older Teenagers’ Explanations of Bullying

“…As discussed in Thornberg and Knutsen (2011), the open question that was used to tap students' bullying explanations might result in just replying with what spontaneously came into their minds without any further elaboration and more explanations that might be elicited with follow-up questions, which would had been possible in, for example, qualitative interviews. Nevertheless, in accordance with SIP models (e.g., Crick and Dodge 1994;Gifford-Smith and Rabiner 2004;Fiske and Taylor 2008), a possible interpretation is that the participants' own answers in the questionnaire are an outcome of easy accessible information in their long-term memory. If so, such cognitive representations would be more influential on their on-line processing of social information in bullying situations than other explanations of bullying, which they might have in their longterm memory.…”

“…In Crick and Dodge's (1994) social information processing (SIP) model, children and adolescents' assumptions and conceptions of social situations and people involved in these situations influence how they process social information and thus how they respond and act in these social situations (also see Dodge et al 2006;Gifford-Smith and Rabiner 2004). Attribution is a cognitive process in which people infer causes of events.…”

Teenagers’ Explanations of Bullying

“…However, with reference to SIP models (e.g., Crick and Dodge 1994;Gifford-Smith and Rabiner 2004;Fiske and Taylor 2008), the participants' own formulated answers in the uestionnaire might be interpreted as a result of easy accessible information in their long-term memory, and hence indicating it was more influential on their on-line processing of social information in bullying situations than other explanations of bullying, which they might have in their long-term memory. Furthermore, the risk of a social desirability bias is much higher in qualitative interviews as compared to filling out questionnaires anonymously, especially considering the delicate topic of bullying.…”

“…For example, in Crick and Dodge's (1994) SIP model, children and adolescents' cognitive processes of social information for solving social problems include a variety of constructs from the on-line processing of current social stimuli to latent knowledge structures or social schemas in their memory (Crick and Dodge 1994;Dodge et al 2006). Their assumptions and con-ceptions of social situations and people involved in these situations influence how they process social information and thus how they respond and act in these social situations (Crick and Dodge 1994;Gifford-Smith and Rabiner 2004), including bullying situations (Terranova 2009). For instance, in addition to a child's general social cognition (e.g., ''aggression is effective'' or ''others are out to get me''), specific cognitions about a specific peer influence the frequency and type of aggression the child would use in relation to this peer (GiffordSmith and Rabiner 2004).…”

The Study of 48-60 month-old Preschool Children’s Social Competence and Behavior Evaluation Conditions

“…Bu bulgu Gifford-Smith ve Rabiner, 2004, Hanish ve diğerleri, 2004Dodge, 2003;Lengua, 2003;Crick ve Dodge, 1996;Smithmyer, Hubbard ve Simons, 2000, tarafından desteklenmektedir. Cohin ve Ramsey (1995 tarafından yapılan bir araştırmada, yeterince sosyal becerilere sahip olmayan çocuk ile ergenlerin antisosyal davranışlar ve saldırganlık noktasında riskli grup olacağı vurgulanmaktadır (aktaran: Ünsal, 2010).…”