Social information processing in aggressive and withdrawn preschool children

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dc.contributor.authorOswald, Donald P.en
dc.contributor.committeecochairOllendick, Thomas H.en
dc.contributor.committeecochairCarlson, Caryn L.en
dc.contributor.committeememberHarrison, David W.en
dc.contributor.committeememberZeskind, Philip S.en
dc.contributor.committeememberFu, Victoriaen
dc.contributor.departmentPsychologyen
dc.date.accessioned2015-07-10T19:59:58Zen
dc.date.available2015-07-10T19:59:58Zen
dc.date.issued1989en
dc.description.abstractIn recent years, considerable attention has been given to a social information processing model as a means of understanding interaction patterns in children. Within the framework of that model, systematic biases have been found in the manner in which aggressive children process social information. The present study sought to extend that literature by applying the model to younger children, by examining the processing of withdrawn, as well as aggressive, children, and by employing traditional affect recognition tasks as the stimuli. Sixty preschool children were nominated by their classroom teachers as either aggressive, withdrawn, or well adjusted, according to their predominant interaction style. The children were then tested, using a set of affect recognition tasks which assessed stimulus encoding and interpretation. Stimuli consisted of facial expression photos and context stories portraying one of four emotions (Happy, Sad, Mad, or Neutral). The hypotheses of the study predicted systematic biases in stimulus encoding and interpretation, consistent with the subjects’ behavioral style. Analyses failed to support the hypotheses in that the groups failed to show identifiable systematic biases. Exploratory analyses revealed that subgroups of subjects demonstrated such biases, but those biases were related only to level of developmental maturity. The discussion of the findings explored issues which may have led to the negative results. Further research directions were also discussed which will help to clarify the questions raised by the present study.en
dc.description.degreePh. D.en
dc.format.extentvi, 60 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/54397en
dc.language.isoen_USen
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 20660905en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1989.O883en
dc.subject.lcshPreschool childrenen
dc.subject.lcshSocial skills in children -- Researchen
dc.titleSocial information processing in aggressive and withdrawn preschool childrenen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplinePsychologyen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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