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Social cognition in childhood:The relationships between Attachmnet-related representations, Theory of Mind and Peer Popularity

机译:童年时期的社会认知:依恋相关表征,心理理论与同伴受欢迎程度的关系

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摘要

Children’s ability to understand the thoughts, feelings and intentions of other people, is an essential skill for their social interactions with peers and family members. Research has shown that although most young children will have developed a ’theory of mind’ or ability to ’mentalize’ by the time they are around four or five, there are individual differences in children’s understanding of their social relationships. This thesis explores two alternative models of children’s social cognitive processes that are thought to underlie their social interactions and uses a measure of peer popularity as an indicator of how they are functioning in their social world at school. Research findings from the perspective of children’s theory of mind and attachment theory have been significant in shaping our understanding of social cognitive processes and individual differences in social competence. However, because research on these constructs derives from largely separate research perspectives, it is not clear what connections there are between these two models of social cognition, or if their influence on children’s social competence is distinct or overlapping. Participants were primary school children, ranging from 3- to nearly 8-years-old and were assessed in two main studies at different time points to investigate these alternative models of children’s social cognitive processes. The results from study 1 indicated that the coherence of the attachment representations measure (MacArthur Story Stem Battery) namely ’story organisation’ was strongly and directly associated with peer acceptance but that the link between theory of mind and peer acceptance was indirect. In study 2, measures of attachment-related representations were found to be associated with theory of mind skills at baseline and follow up, but this was no longer significant once verbal ability was controlled for.Children’s disciplinary attachment-related representations were found to be associated with teacher-rated problems amongst peers. Also, positive attachment-related representations were found to be associated with teacher-rated pro-social behaviour. Theory of mind, as expected, was found to improve with age and performance at baseline was associated with later performance on these tasks. Verbal ability was found to be significant in children’s performance on theory of mind tasks in all studies. findings in this thesis raise interesting questions about what narrative coherence means in children’s descriptions of their attachment relationships. How this relates to children’s verbal skills, conversations within the family and the way children conceptualise relationships in general is worthy of more detailed study. Clinical implications are drawn from the findings, particularly in relation to the recent developments in Mentalization Based Treatment interventions and the findings lend some support for the use of this intervention with children with poor attachments.
机译:儿童理解他人的思想,情感和意图的能力是他们与同伴和家庭成员进行社交互动时必不可少的技能。研究表明,尽管大多数年幼的孩子到四,五岁时就会形成一种“心理理论”或“被心理化”的能力,但孩子对社会关系的理解存在个体差异。本文探讨了两种儿童社交认知过程的替代模型,这些模型被认为是儿童社交互动的基础,并使用同伴受欢迎程度的指标来衡量他们在学校社交世界中的表现。从儿童心理理论和依恋理论的角度来看,研究结果对于塑造我们对社会认知过程和社会能力个体差异的理解具有重要意义。但是,由于对这些结构的研究主要来自不同的研究视角,因此尚不清楚这两种社会认知模型之间存在什么联系,或者它们对孩子的社会能力的影响是明显还是重叠。参加者为3至8岁的小学生,并在两项主要研究中对不同时间点进行了评估,以调查这些儿童社交认知过程的替代模型。研究1的结果表明,依恋表征法(即“故事组织”)的连贯性与同伴接纳有着密切而直接的联系,但心理理论与同伴接纳之间的联系是间接的。在研究2中,发现与依恋相关的表征与基线和随访时的心理理论技能有关,但一旦控制了言语能力,这一意义就不再重要了。同行中教师评价的问题。此外,发现与依恋相关的积极表现与教师评价的亲社会行为有关。正如预期的那样,发现心理理论会随着年龄的增长而改善,基线时的表现与这些任务的后来表现有关。在所有研究中,发现语言能力对儿童在心理理论任务上的表现均至关重要。本文的发现提出了有趣的问题,即叙事连贯在儿童对他们依恋关系的描述中意味着什么。这与孩子的口头表达技巧,家庭中的对话以及孩子一般性地将关系概念化的方式之间的关系值得进一步研究。从研究结果中得出临床意义,特别是与基于心理治疗的干预措施的最新发展有关,研究结果为依恋较差的儿童使用这种干预措施提供了一定的支持。

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  • 作者

    Redfern Sheila;

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  • 年度 2012
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  • 原文格式 PDF
  • 正文语种 eng
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