Social information processing in preschool children: Relations to sociodemographic risk and problem behavior

Ziv, Yair; Sorongon, Alberto

doi:10.1016/j.jecp.2011.02.009

Cited by 58 publications

(67 citation statements)

References 60 publications

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“…SIP was measured with The Social Information Processing Interview – Preschool Version (SIPI-P; Ziv & Sorongon, 2011). This is a 20-minute long structured interview depicting a series of vignettes in which a protagonist is either being rejected by two other peers (in the “ peer-rejection ” vignette) or provoked by another peer (in the “ peer-provocation ” vignette).…”

Section: Methodsmentioning

confidence: 99%

“…Pettit, Harrist, Bates, & Dodge (1991), have reported that preschoolers’ outcome expectations regarding aggressive and competent responses were predicted by the quality of their relationship with their parents. In more recent studies, Runions and Keating (2007) have shown that hostile attribution measured during the preschool years is a better predictor of problem behavior in first grade than hostile attribution measured concurrently in first grade, and Ziv and Sorongon (2011) have shown that children with aggressive tendencies evaluate more beneficial social and interpersonal outcomes for aggressive responses. As opposed to the above studies, Pettit, Brown, Mize, and Lindsey (1998) have reported that preschool children failed to distinguish between hostile and non-hostile intents and almost always report provocateurs to have hostile intent.…”

Section: Social Information Processing In Childhoodmentioning

confidence: 99%

“…Indeed, myriad studies find distorted social perceptions to be related to social maladjustment in school-age children (e.g., Crick & Dodge, 1994; Dodge, 1986; Dodge et al, 1990; Dodge, Laird, Lochman, & Zelli, 2002; Dodge & Price, 1994; Garner & Lemerise, 2007; Lansford et al, 2006; Schultz, Izard, & Bear, 2004; Zelli & Dodge, 1999) and, to a lesser account, in preschool-age children (e.g., Hart, DeWolf, & Burts, 1992; Katsurada & Sguwara, 1998; Runions & Keating, 2007; Ziv & Sorongon, 2011). Moreover, and in relation to the expected trajectory of problem behavior discussed earlier, distorted social perceptions in kindergarten were found to predict disruptive social behaviors all over the school years but especially in high school (Lansford et al, 2006).…”

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confidence: 99%

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Exposure to Violence, Social Information Processing, and Problem Behavior in Preschool Children

Ziv

2012

Aggressive Behavior

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Understanding the mechanisms by which early risk factors for social maladjustment contribute to disruptive behaviors in social settings is vital to developmental research and practice. A major risk factor for social maladjustment is early exposure to violence which was examined in this short-term longitudinal study in relation to social information processing patterns and externalizing and internalizing behaviors in a sample of 256 preschool children. Data on exposure to violence were obtained via parent report, data on social information processing were obtained via child interview, and data on child problem behavior were obtained via teacher report. Findings supported the hypothesis that, compared to children not exposed to violence, children reported to witness and/or experience violence are more likely to attribute hostile intent to peers, generate aggressive responses, and evaluate socially unaccepted responses (aggressive and inept) as socially suitable. The former were also found to exhibit higher levels of externalizing and internalizing behaviors. Finally, social information processing mediated the link between exposure to violence and problem behavior thus supporting this study’s general approach which argues that the link between exposure to violence and children’s problem behaviors are better understood within the context of their perceptions about social relationships.

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Section: Methodsmentioning

confidence: 99%

Section: Social Information Processing In Childhoodmentioning

confidence: 99%

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confidence: 99%

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Exposure to Violence, Social Information Processing, and Problem Behavior in Preschool Children

Ziv

2012

Aggressive Behavior

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“…The link between children's social information processing (SIP) patterns and their social skills has been well established in many studies, especially in school (e.g., Crick & Dodge, 1994; Dodge, 1986; Dodge, Bates, & Pettit, 1990; Dodge, Laird, Lochman, & Zelli, 2002; Dodge & Price, 1994; Garner & Lemerise, 2007; Lansford et al, 2006; Schultz, Izard, & Bear, 2004; Zelli & Dodge, 1999) but also in the preschool years (e.g., Hart, DeWolf, & Burts, 1992; Katsurada & Sguwara, 1998; Runions & Keating, 2007; Ziv & Sorongon, 2011). Most of these studies have linked distorted SIP patterns with less competent social skills, but some (e.g., Mayeux & Cillessen, 2003; Nelson & Crick, 1999), have also reported strong links between more competent social information processing patterns and prosocial behavior.…”

Section: Social Information Processing Patterns Social Skills and Smentioning

confidence: 99%

Social information processing patterns, social skills, and school readiness in preschool children

Ziv

2013

Journal of Experimental Child Psychology

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109

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The links between social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness were obtained via child assessment (early literacy skills) and teacher report (approaches to learning). Findings provided support for our hypothesis that both social information processing and social competence are related to school readiness. Social competence also partially mediated the link between social information processing and school readiness thus supporting our hypothesis about an indirect path in which mental processes are translated into social skills and then translated into school readiness.

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“…The SIP training session used two sets of materials: stories illustrating social situations with bears from the "Social Information Processing Interview for Pre-schoolers" (SIPI-P, Ziv & Sorongon, 2011) and video-based SIP illustrating social situations from the "Schultz Test of Emotion Processing-Preliminary Version" (STEP-P, Schultz et al, 2010).…”

Section: Sip Training Experimental Groupmentioning

confidence: 99%

Impact of Short-term Training in Social Cognition in Preschoolers with Externalizing Behavior

Houssa¹,

Jacobs²,

Nader-Grosbois³

2016

JETS

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In two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn't receive training. Firstly, nineteen preschoolers presenting a high level of EB problems took part in a pre-test session involving direct cognitive and socio-cognitive measures (assessing the understanding of emotions, beliefs and social problem-solving). They were then allocated at random to two experimental groups (ToM or SIP training) and compared to nineteen TD preschoolers who followed the same procedure. Four experimental groups, EB-ToM group (n=9), TD-ToM group (n=9), EB-SIP group (n=10), TD SIP-group (n=10), received short training sessions, which were given by group of three children. All children took part in a post-test session. Secondly, EB-... Document type : Article de périodique (Journal article) Référence bibliographiqueHoussa, Marine ; Jacobs, Émilie ; Grosbois, Nathalie. AbstractIn two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn"t receive training. Firstly, nineteen preschoolers presenting a high level of EB problems took part in a pre-test session involving direct cognitive and socio-cognitive measures (assessing the understanding of emotions, beliefs and social problem-solving). They were then allocated at random to two experimental groups (ToM or SIP training) and compared to nineteen TD preschoolers who followed the same procedure. Four experimental groups, EB-ToM group (n=9), TD-ToM group (n=9), EB-SIP group (n=10), TD SIP-group (n=10), received short training sessions, which were given by group of three children. All children took part in a post-test session. Secondly, EB-ToM group (n=9) and EB-SIP group (n=10) was compared to a control group of preschoolers with EB problems (n =9). These preschoolers took part in pre-test and post-test sessions. Firstly, we tested whether the effectiveness of the training was specific to children with EB compared to TD children. Although improvement was obtained in typically developing children, larger improvements were found in the population with EB. Secondly, we compared the potential transfer of learning between the two types of experimental training in children with EB problems. Results showed some improvement in ToM and in SIP for both experimental groups. These studies provide some guidelines for training in social cognition aimed at preschoolers who are at risk of or have developed EB disorders.

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Social information processing in preschool children: Relations to sociodemographic risk and problem behavior

Cited by 58 publications

References 60 publications

Exposure to Violence, Social Information Processing, and Problem Behavior in Preschool Children

Exposure to Violence, Social Information Processing, and Problem Behavior in Preschool Children

Social information processing patterns, social skills, and school readiness in preschool children

Impact of Short-term Training in Social Cognition in Preschoolers with Externalizing Behavior

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