The effects of peer ostracism on children's cognitive processes

Hawes, David J.; Zadro, Lisa; Fink, Elian; Richardson, Rick; O’Moore, Kathleen; Griffiths, Brendan; Dadds, Mark R.; Williams, Kipling D.

doi:10.1080/17405629.2011.638815

Cited by 74 publications

(94 citation statements)

References 31 publications

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“…Specifically, after stress is induced through an experimental manipulation, children will hear a neutral message (weather report) or a supportive message of an unfamiliar person, a parent or the teacher. It is expected that stress will result in decreased working memory performance when children hear a neutral message (Hawes et al, 2012). A supportive message from parents and teachers is hypothesized to decrease the induced stress and therefore a stable working memory performance is expected in these conditions (Blair et al, 2011; Ahnert et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Keeping the Spirits Up: The Effect of Teachers’ and Parents’ Emotional Support on Children’s Working Memory Performance

et al. 2017

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Working memory, used to temporarily store and mentally manipulate information, is important for children’s learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent–child and teacher–student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 (Mage = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children’s perceptions of the teacher–student and parent–child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent–child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that parents and teachers can support working memory performance by being supportive for the child. Teacher support is most effective when the child has a negative relationship with the parent. These insights can give direction to specific measures aimed at preventing and resolving working memory problems and related issues.

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Section: Introductionmentioning

confidence: 99%

Keeping the Spirits Up: The Effect of Teachers’ and Parents’ Emotional Support on Children’s Working Memory Performance

et al. 2017

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confidence: 99%

“…For instance, social exclusion is linked with poorer response inhibition (Gomes & Livesey, 2008;Snyder, Prichard, Schrepferman, Patrick, & Stoolmiller, 2004) and working memory (Hawes et al, 2012). However, with some exceptions (e.g., Hawes et al, 2012), this small literature is based primarily on samples spanning late childhood through adulthood. Given that children may experience social rejection swiftly after the transition to formal schooling (Gooren, van Lier, Stegge, Terwogt, & Koot, 2011;Snyder, Horsch, & Childs, 1997), and given that the impact of such early rejection is particularly profound during these early years (Ladd, 2006), there is a need to examine the links with executive functions earlier in development.…”

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confidence: 99%

Children’s Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section

Lier

Deater‐Deckard

2015

J Abnorm Child Psychol

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Children's executive functions, encompassing inhibitory control, working memory and attention are vital for their self-regulation. With the transition to formal schooling, children need to learn to manage their emotions and behavior in a new and complex social environment that with age increases in the intensity of social interactions with peers and teachers. Stronger executive functions skills facilitate children's social development. In addition, new experiences in the social environments of school also may influence executive function development. The focus of this special section is on this potential impact of elementary school social experiences with peers and teacher on the development of children's executive functions. The collection of papers encompass various aspects of peer and teacher social environments, and cover broad as well as specific facets and measures of executive functions including neural responses. The collection of papers sample developmental periods that span preschool through mid-adolescence. In this introduction, we summarize and highlight the main findings of each of the papers, organized around social interactions with peers and interactions with teachers. We conclude our synopsis with implications for future research, and a specific focus on prevention and intervention.

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“…This is apparent, for example, in various studies which relate the concept to the socio-psychological basis of peer group rejection among teenagers, or to the neurobiological roots and impact of isolation and ostracism among children (Crowley, Wu, Molfese, & Mayes, 2010;Gunther Moor et al, 2012;Hawes et al, 2012;Sebastian, Viding, Williams, & Blakemore, 2010). In this type of research the theoretical meaning of social exclusion among children tends to be left unclear, and its essentially sociological nature is often discarded.…”

Section: Conceptualising the Social Exclusion Of Childrenmentioning

confidence: 99%

Descendants of Hardship: Prevalence, Drivers and Scarring Effects of Social Exclusion in Childhood

Vrooman

Hoff

Guiaux³

2015

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The social exclusion of children is problematic for two reasons. Young people typically inherit their marginal position from their family, and therefore cannot be held responsible for their hardship themselves; and social exclusion in childhood may affect their wellbeing and subsequent development, possibly leading to a "scarring effect" in later life. In this contribution we develop an instrument for measuring social exclusion among children. Social exclusion is regarded as a theoretical construct with four sub-dimensions: material deprivation, limited social participation, inadequate access to social rights, and a lack of normative integration. First we analyse data from a survey of 2,200 Dutch children, which contains a large set of social exclusion items. We applied nonlinear principal components analysis in order to construct a multidimensional scale. Measured in this way, the prevalence of social exclusion among children is 4.5%. Boys and children living in large families are more likely to experience social exclusion than girls and children with few siblings. The parental level of education and dependency on social security benefits are also important driving factors of childhood social exclusion. Subsequently we investigate the scarring effect. Longitudinal administrative income and household data covering 25 years were combined with a new survey of just under 1,000 Dutch adults, a third of whom were poor as a child. The survey assessed their past and current degree of social exclusion, and their health and psychosocial development, educational career, past family circumstances, etc. In an absolute sense scarring turns out to have been limited during this period: a very large majority of those who were poor or excluded as a child are above the threshold values in adult life. However, the "descendants of hardship" are still more likely to be socially excluded as adults than people who grew up in more favourable conditions. A causal analysis suggests that low educational achievements are the main mediator of scarring risks.

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The effects of peer ostracism on children's cognitive processes

Cited by 74 publications

References 31 publications

Keeping the Spirits Up: The Effect of Teachers’ and Parents’ Emotional Support on Children’s Working Memory Performance

Keeping the Spirits Up: The Effect of Teachers’ and Parents’ Emotional Support on Children’s Working Memory Performance

Children’s Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section

Descendants of Hardship: Prevalence, Drivers and Scarring Effects of Social Exclusion in Childhood

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