Untitled

Choi, Dong Hwa; Kim, Juhu

doi:10.1023/a:1025184718597

Cited by 26 publications

(5 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding is consistent with research indicating that normative samples of children are sensitive to others' intentions and less likely than clinical samples, such as children with oppositional defiant disorder, to make negative Downloaded by [Wayne State University] at 16:38 21 March 2015 causal attributions about others' actions (e.g., Webster-Stratton & Lindsay, 1999). Although the ability to make the distinction between intentional and unintentional actions is critical for maintaining positive peer relations (see Choi & Kim, 2003), older children were more likely than younger children to report that the actors excluded the recipient intentionally across conditions. Indeed, some of these children introduced several negative assumptions about the recipient that were not based on the story evidence presented (e.g., she was weird or not cool).…”

Section: Children's Causal Attributions About Ambiguous and Unambiguosupporting

confidence: 85%

Children's Trait and Emotion Attributions in Socially Ambiguous and Unambiguous Situations

Boseovski

Lapan

Bosacki³

2013

The Journal of Genetic Psychology

View full text Add to dashboard Cite

Children's attributions about story characters in ambiguous and unambiguous social situations were assessed. One hundred and forty-four 6-7-year-olds and 10-11-year-olds heard about actors who slighted a recipient intentionally or for an undetermined reason and then made causal attributions about the events, an emotion attribution about the recipient, and global personality attributions about the actors and recipient. Relations between perceived self-competence and attribution style were also assessed. Participants were more likely to make negative causal attributions in the unambiguous condition and with increasing age. Older girls and younger boys were more likely than other groups to attribute negative emotions to the recipient. Overall, participants perceived recipients positively and actors negatively. Perceived self-competence was positively correlated with actor attributions, although these differed by age and gender. Implications for children's psychosocial adjustment are discussed.

show abstract

Section: Children's Causal Attributions About Ambiguous and Unambiguosupporting

confidence: 85%

Children's Trait and Emotion Attributions in Socially Ambiguous and Unambiguous Situations

Boseovski

Lapan

Bosacki³

2013

The Journal of Genetic Psychology

View full text Add to dashboard Cite

show abstract

“…This is because SC and social development are associated with later social acceptability and better social skills in school. Also, there is ev-idence to link SC and acceptance by peers to academic achievement, school adjustment, and well-being in adulthood (Dong Hwa, & Juhu, 2003). The current results raise questions regarding the negative social experiences that children may encounter and the effectiveness of including one child with HL in a regular class with only NH children.…”

Section: Implications Limitations and Directions For Future Studymentioning

confidence: 84%

Social Competence, Sense of Loneliness, and Speech Intelligibility of Young Children With Hearing Loss in Individual Inclusion and Group Inclusion

Most¹,

Ingber²,

Heled-Ariam³

2011

Journal of Deaf Studies and Deaf Education

View full text Add to dashboard Cite

The study focused on social competence (SC) and perceived sense of loneliness of preschool children with hearing loss (HL) in group inclusion (GI, a small group of children with HL is integrated in a standard classroom) and individual inclusion (II, each child with HL is individually integrated into a standard classroom). The relations between these factors and the child's speech intelligibility were performed. Sixty-four children aged 4-7 years participated: 22 from an II and 42 from a GI. SC, perceived sense of loneliness, and speech intelligibility were evaluated through the use of questionnaires completed by the preschool teachers. The results showed that the SC of children in II was higher than the SC of the children in GI, while interacting with normal hearing (NH) children. In GI, the children's SC with other children with HL was higher compared with their SC with NH children. In both groups, there were relationships between speech intelligibility and SC with NH children. In addition, in the II setting, there were relationships between the speech intelligibility and the perceived sense of loneliness. These relationships were not found in the GI setting. The findings support the need for coenrollment of preschool children with HL and emphasize the crucial impact of speech intelligibility of children with HL on the success of their social enrollment with NH children, already at a young age.

show abstract

“…In this vein, previous studies examining the relationship between attention and social skills showed a link between ADHD and deficits in interpersonal functioning [49,50] and a correlation between poor sustained attention and social behavior problems [51]. Various studies suggest that children who are well-accepted by their peers during preschool and demonstrate social competence and skills in early childhood are more likely to successfully navigate their relationships with peers, develop positive peer relationships, and exhibit better academic achievement, school adjustment, and psychological well-being in adulthood [52,53].…”

Section: The Attentive Kindergarten Programmentioning

confidence: 99%

“Attentive Kindergarten”: A Small Group Intervention Boosting Attention among Kindergarten Children

2023

View full text Add to dashboard Cite

(1) Background: The purpose of this study was to investigate the effectiveness of a small group intervention program named “Attentive Kindergarten” (AK), aimed at enhancing attention functioning among typically developing preschool-aged children. The program focuses on improving sustained attention, selective spatial attention, and response inhibition based on cognitive training principles. (2) Methods: The study’s sample included 51 children, 15 of whom received the AK intervention and 36 of whom served as a control group. Computerized cognitive tests were used for pre- and postintervention evaluations to assess sustained attention, response inhibition, and selective spatial attention. Quantitative analyses were conducted to examine the differences between the two groups as a result of the intervention program. (3) Results: The AK group demonstrated improvements in all attention functions that were measured. These improvements were larger than those obtained in the control group. (4) Conclusions: The results suggest that cognitive training programs, such as Attentive Kindergarten, can enhance attention functioning in young children. The present findings have important implications for early intervention programs aimed at improving young children’s cognitive skills, which, in turn, can decrease the likelihood of future attention problems and other related difficulties.

show abstract

Untitled

Cited by 26 publications

References 34 publications

Children's Trait and Emotion Attributions in Socially Ambiguous and Unambiguous Situations

Children's Trait and Emotion Attributions in Socially Ambiguous and Unambiguous Situations

Social Competence, Sense of Loneliness, and Speech Intelligibility of Young Children With Hearing Loss in Individual Inclusion and Group Inclusion

“Attentive Kindergarten”: A Small Group Intervention Boosting Attention among Kindergarten Children

Contact Info

Product

Resources

About