The Relationship Between Cognitive Abilities and Social Abilities in Childhood: A Research on Flexibility in Thinking and Co-operation with Peers

Bonino, Silvia; Cattelino, Elena

doi:10.1080/016502599383982

Cited by 21 publications

(16 citation statements)

References 23 publications

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“…Another study by Riggs, Blair, and Greenberg (2003) pointed out that, during early school age, interference control was a good predictor of behavior problem symptoms over a 2-year period. Closely related to the present investigation, a study that examined the relationship between cognitive flexibility (defined as "the capacity to shift inferences or strategies in response to changing cues and task demands"- Deák & Narasimham, 2003) and the ability to cooperate revealed a positive correlation in children aged 7 to 9 (Bonino & Cattelino, 1999). A cross-sectional study also revealed the same positive relationship between cognitive flexibility and cooperative behavior at ages 7, 9, and 11 years (Ciairano, Bonino, & Miceli, 2006).…”

mentioning

confidence: 97%

Executive Inhibitory Control and Cooperative Behavior During Early School Years: A Follow-Up Study

Ciairano

Visu‐Petra

Settanni

2007

J Abnorm Child Psychol

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Several links between aspects of executive functioning and the development of social competence have been established. The present study investigates the relation between executive inhibitory control and cooperative/non-cooperative behavior, in an ecological setting, and from a longitudinal perspective. Elementary school children (n=195) of three age groups (7, 9, 11 years, initially) were measured at two consecutive time points, at a one-year interval, with tasks tapping executive inhibitory control (the Stroop test), and social competence (a collaborative puzzle solving task). Executive inhibition was identified as the most influential stable predictor only in the case of non-cooperative behavior and presented strong concurrent relations with both cooperative and non-cooperative behavior at follow-up, even when controlling for previous level of the same behavior. The findings imply the need to consider the important role of executive inhibitory processes in multifactorial models of social competence development and in the refinement of present interventions.

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confidence: 97%

Executive Inhibitory Control and Cooperative Behavior During Early School Years: A Follow-Up Study

Ciairano

Visu‐Petra

Settanni

2007

J Abnorm Child Psychol

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“…Furthermore, differences between learners in terms of sociability and language in the online business classroom may be of critical importance in determining whether the session succeeds or not, as may differences in expectations, motivations and attitudes. Bonino and Cattelino (1999) identify the concept of 'cognitive flexibility' in learners. This is the ability to suppress one's response and switch to another response in reaction to an external cue or changes in the environment.…”

Section: Business Students In a Virtual Classroommentioning

confidence: 99%

A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice

Bhandari

2020

Compass

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As online classrooms have recently become integral to the teaching of Business Education in the United Kingdom (UK) and as a key challenge here is to use available resources effectively, all business teachers must be proficient in deploying virtual learning. Most international students entering Business Education do not know how to use a virtual learning environment (VLE); many are grappling with the transition to adult life, living alone and away from families. All business teachers are therefore responsible for engaging and involving each of them; by adopting a socio-cultural model in virtual learning classrooms, they can work with students on the gradual development of key business skills and characteristics with potentially broad application.This article discusses: a socio-cultural approach to the online teaching and learning of Business Education, together with implications for practice; the socio-cultural model proposed by Brenton (2014), with its key elementspeople (who), shared purpose (why), locating framework and social conditions (where), method (how) and activity (what). This particular model clearly incorporates the social and cultural characteristics of the student in business; it explains to students and develops in them such key business skills as problemsolving, creative thinking, communication, planning and organisation; it encourages in them self-management, self-efficacy, self-monitoring and a sense of responsibility. All of these skills and characteristics enhance employability and pave the way to future success in business enterprise. Understanding what Business Education students each bring to the virtual classroom is therefore essential to the creation of independent learners. The article focuses on the cultivation of collaboration in online classrooms and on developing communities of learning, with ideas for practice; it outlines the role of the lecturer in the virtual classroom, especially in sustaining inclusivity; it concludes by affirming the importance of lecturers' development of a social collaborative process in virtual classrooms, of their establishment of an inclusive online ethos and of their encouragement of skills that enhance employability and lead to success in business too. Many learners with anxiety, shyness and personal barriers to integration with other business students can benefit from the application of a socio-cultural model in VLEs. There are clear implications for all key stakeholdersstudents, lecturers, policy makers and developers of online classroom technology.

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“…Being able to successfully navigate social interactions is key to children's current and later adjustment (Ashiabi, 2007;Bonino & Cattelino, 1999;Ciairano, Visu-Petra, & Settanni, 2007;Hymel, Rubin, Rowden, & LeMare, 1990;Parker & Asher, 1987), with peer relations playing a particularly pivotal role (Parker, Rubin, Erath, Wojslawowicz, & Buskirk, 2006). The importance of peer-to-peer encounters underscores the need to identify the factors that support the development of appropriate behaviours within this context.…”

Section: Highlightsmentioning

confidence: 99%

The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school‐age

Huyder

Nilsen

Bacso

2017

Infant and Child Development

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Learning to behave in socially competent ways is an essential component of children's development. This study examined the relations between children's social, communicative, and cognitive skills and their behaviours during a cooperative task, as well as how these relationships change at different ages. Early school‐age (5–8 years old) and middle school‐age (9–12 years old) children completed tasks to assess their executive functioning (i.e., inhibitory control, working memory, and planning), theory of mind, and verbal skills and participated in an interactive cooperative task. Because children participated in pairs, dyadic data analysis was used to examine the effect of individual characteristics on children's own and their partners' social behaviour. Results indicated that better theory of mind was related to lower levels of the competitive behaviours demonstrated by younger children, as well as by partners. In contrast, for older children, planning and verbal skills related to lower levels of competitive behaviour. The associations of theory of mind and planning skills with behaviour were significantly different between the early and middle school‐age groups. Findings suggest that children may utilize different skills at various developmental stages to guide their social behaviours. Findings have implications for theories of children's social development, as well as for interventions aimed at enhancing social skills. Highlights Children's theory of mind, executive functioning, and verbal skills were assessed in relation to their own and a peer's social behaviour Dyadic analyses were used to examine children's cooperative and competitive behaviour during an interactive task with a peer Findings reveal that the impact specific skills have on their own and a peer's behaviour depends on developmental stage

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The Relationship Between Cognitive Abilities and Social Abilities in Childhood: A Research on Flexibility in Thinking and Co-operation with Peers

Cited by 21 publications

References 23 publications

Executive Inhibitory Control and Cooperative Behavior During Early School Years: A Follow-Up Study

Executive Inhibitory Control and Cooperative Behavior During Early School Years: A Follow-Up Study

A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice

The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school‐age

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