“How Would You Feel? What Would You Do?” Development and Underpinnings of Preschoolers’ Social Information Processing

REFERENCES

• Arsenio, W. F., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers’ aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36, 438–448. doi:10.1037/0012-1649.36.4.438
   PubMed Web of Science ®Google Scholar
• Bascoe, S. M., Davies, P. T., Sturge-Apple, M. L., & Cummings, E. M. (2009). Children’s representations of family relationships, peer information processing, and school adjustment. Developmental Psychology, 45, 1740–1751. doi:10.1037/a0016688
   PubMed Web of Science ®Google Scholar
• Bassett, H. H., Denham, S. A., Mincic, M. M., & Graling, K. (2012). The structure of preschoolers’ emotion knowledge: Model equivalence and validity using an SEM approach. Early Education and Development, 23, 259–279.
   Web of Science ®Google Scholar
• Bassett, H. H., Denham, S. A., Wyatt, T., & Warren-Khot, H. K. (2012). Refining the Preschool Self-Regulation Assessment (PSRA) for use in preschool classrooms. Infant and Child Development, 21, 596–616.
   Web of Science ®Google Scholar
• Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309–319. doi:10.1037/1040-3590.7.3.309
   Web of Science ®Google Scholar
• Conner, N. W., & Fraser, M. W. (2011). Preschool social-emotional skills training: A controlled pilot test of the making choices and strong families programs. Research on Social Work Practice, 21, 699–711. doi:10.1177/1049731511408115
   Web of Science ®Google Scholar
• Coy, K., Speltz, M. L., DeKlyen, M., & Jones, K. (2001). Social-cognitive processes in preschool boys with and without oppositional defiant disorder. Journal of Abnormal Child Psychology, 29, 107–119. doi:10.1023/A:1005279828676
   PubMed Web of Science ®Google Scholar
• Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101. doi:10.1037/0033-2909.115.1.74
   Web of Science ®Google Scholar
• Denham, S. A., & Almeida, M. C. (1987). Children’s social problem-solving skills, behavioral adjustment, and interventions: A meta-analysis evaluating theory and practice. Journal of Applied Developmental Psychology, 8, 391–409.
   Google Scholar
• Denham, S. A., Bassett, H. H., Brown, C. A., Way, E., & Steed, J. (2013). I know how you feel: Preschoolers’ emotion knowledge contributes to early school success. Journal of Early Childhood Research. Advance online publication. doi:1476718x13497354
   Google Scholar
• Denham, S. A., Bouril, B., & Belouad, F. (1994). Preschoolers’ affect and cognition about challenging peer situations. Child Study Journal, 24, 1–21.
   Google Scholar
• Denham, S. A., & Couchoud, E. A. (1990). Young preschoolers’ understanding of emotions. Child Study Journal, 20, 171–192.
   Google Scholar
• Denham, S. A., McKinley, M. J., Couchoud, E. A., & Holt, R. (1990). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61, 1145–1152. doi:10.2307/1130882
   PubMed Web of Science ®Google Scholar
• Denham, S. A., Way, E., Kalb, S. C., Warren-Khot, H. K., & Bassett, H. H. (2013). Preschoolers’ social information processing and school readiness: The Challenging Situations Task. British Journal of Developmental Psychology, 31, 180–197.
   PubMed Web of Science ®Google Scholar
• Dodge, K. A., Laird, R., Lochman, J. E., & Zelli, A. (2002). Multidimensional latent-construct analysis of children’s social information processing patterns: Correlations with aggressive behavior problems. Psychological Assessment, 14, 60–73. doi:10.1037/1040-3590.14.1.60
   PubMed Web of Science ®Google Scholar
• Durbin, C. E. (2010). Validity of young children’s self-reports of their emotion in response to structured laboratory tasks. Emotion, 10, 519–535. doi: 10.1037/a0019008
   PubMed Web of Science ®Google Scholar
• Garner, P. W., & Lemerise, E. A. (2007). The roles of behavior adjustment and conceptions of peers and emotions in preschool children’s peer victimization. Development and Psychopathology, 19, 57–71. doi:10.1017/S0954579407070046
   PubMed Web of Science ®Google Scholar
• Goldweber, A., Bradshaw, C. P., Goodman, K., Monahan, K., & Cooley-Strickland, M. (2011). Examining factors associated with (in)stability in social information processing among urban school children: A latent transition analytic approach. Journal of Clinical Child & Adolescent Psychology, 40(5), 715–729. doi:10.1080/15374416.2011.597088
   PubMed Web of Science ®Google Scholar
• Haskett, M. E., & Willoughby, M. (2007). Paths to child social adjustment: Parenting quality and children’s processing of social information. Child: Care, Health and Development, 33, 67–77. doi:10.1111/j.1365-2214.2006.00627.x
   PubMed Web of Science ®Google Scholar
• Jenkins, J., & Greenbaum, R. (1999). Intention and emotion in child psychopathology: Building cooperative plans. In P. D. Zelazo, J. W. Astington, & D. R. Olson ( Eds.), Developing theories of intention: Social understanding and self-control ( pp. 269–291). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Katsurada, E., & Sugarwara, A. I. (1998). The relationship between hostile attributional bias and aggressive behavior in preschoolers. Early Childhood Research Quarterly, 13, 623–636. doi:10.1016/S0885-2006(99)80064-7
   Web of Science ®Google Scholar
• Lansford, J. E., Malone, P. S., Dodge, K. A., Crozier, J. C., Pettit, G. S., & Bates, J. E. (2006). A 12-year prospective study of patterns of social information processing problems and externalizing behaviors. Journal of Abnormal Child Psychology, 34, 715–724. doi:10.1007/s10802-006-9057-4
   PubMed Web of Science ®Google Scholar
• Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107–118. doi:10.1111/1467-8624.00124
   PubMed Web of Science ®Google Scholar
• Mayeux, L., & Cillessen, A. H. N. (2003). Development of social problem solving in early childhood: Stability, change, and associations with social competence. Journal of Genetic Psychology, 164, 153–173. doi:10.1080/00221320309597975
   PubMed Web of Science ®Google Scholar
• Orobio de Castro, B. (2004). The development of social information processing and aggressive behavior: Current issues. European Journal of Developmental Psychology, 1, 87–102. doi:10.1080/17405620444000058
   Web of Science ®Google Scholar
• Orobio de Castro B., Bosch, J. D., Veerman, J. W., & Koops, W. (2003). The effects of emotion regulation, attribution, and delay prompts on aggressive boys’ social problem solving. Cognitive Therapy and Research, 27, 153–166. doi:10.1023/A:1023557125265
   Web of Science ®Google Scholar
• Rubin, K. H., & Rose-Krasnor, L. (1992). Interpersonal problem solving and social competence in children. In V. B. Van Hasselt & M. Hersen ( Eds.), Handbook of social development ( pp. 283–323). New York, NY: Plenum.
   Google Scholar
• Runions, K. C., & Keating, D. P. (2007). Young children’s social information processing: Family antecedents and behavioral correlates. Developmental Psychology, 43, 838–849. doi:10.1037/0012-1649.43.4.838
   PubMed Web of Science ®Google Scholar
• Schultz, D., Ambike, A., Logie, K. S., Bohner, K. E., Stapleton, L. M., VanderWalde, H., … Betkowski, J. A. (2010). Assessment of social information processing in early childhood: Development and initial validation of the Schultz Test of Emotion Processing–Preliminary Version. Journal of Abnormal Child Psychology, 38, 601–613. doi:10.1007/s10802-010-9390-5
   PubMed Web of Science ®Google Scholar
• Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Executive Control Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22, 173–187. doi:10.1016/j.ecresq.2007.01.002
   Web of Science ®Google Scholar
• Spiliotopoulou, G. (2009). Cronbach’s alpha and paediatric assessment in occupational therapy. Australian Occupational Therapy Journal, 56, 150–155. doi:10.1111/j.1440-1630.2009.00785.x
   PubMed Web of Science ®Google Scholar
• Warren, H. K., & Stifter, C. A. (2008). Maternal emotion-related socialization and preschoolers’ developing emotion self-awareness. Social Development, 17, 239–258. doi:10.1111/j.1467-9507.2007.00423.x
   Web of Science ®Google Scholar
• Willoughby, M., Kupersmidt, J., Voegler-Lee, M., & Bryant, D. (2011). Contributions of hot and cool executive control to preschool disruptive behavior and academic achievement. Developmental Neuropsychology, 36, 161–180. doi:10.1080/87565641.2010.549980
   Web of Science ®Google Scholar
• Youngstrom, E., Wolpaw, J. M., Kogos, J. L., Schoff, K., Ackerman, B., & Izard, C. (2000). Interpersonal problem-solving in preschool and first grade: Developmental change and ecological validity. Journal of Clinical Child Psychology, 29, 589–602. doi:10.1207/S15374424JCCP2904_11
   PubMed Web of Science ®Google Scholar
• Zelazo, P. D., Helwig, C., & Lau, A. (1996). Intention, act, and outcome in behavioral prediction and moral judgment. Child Development, 65, 2478–2492. doi:10.2307/1131635
   Google Scholar
• Zelazo, P. D., & Müller, U. (2002). Executive function in typical and atypical development. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 445–469). Malden, MA: Blackwell Publishing. doi:10.1002/9780470996652.ch20
   Google Scholar