PEER RELATIONS, SOCIAL INTERACTION AND COGNITIVE GROWTH (FRIENDSHIP).
Item
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Title
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PEER RELATIONS, SOCIAL INTERACTION AND COGNITIVE GROWTH (FRIENDSHIP).
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Identifier
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AAI8515642
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identifier
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8515642
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Creator
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LINO, BARBARA.
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Contributor
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Joseph Glick
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Date
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1985
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental
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Abstract
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This study had two main purposes. The first was to determine whether a relationship existed between the amount of change children made during social problem solving, and the extent of subsequent individual progress. The second purpose was to examine the influence of friendship upon the nature and course of social problem solving. Prior cognitive developmental studies in this area have focused exclusively on demonstrating the importance of the cognitive relationships which exist between partners in order for them to profit from social interaction. They have not, thus far, examined the possible effects of the type of affective relationships which may exist between the partners.;Sixty-four fifth graders (mean age = 10.7) were assigned to same-sexed pairs of friends or non-friends. Children were individually pretested on a spatial perspective-taking task and each dyad consisted of a low ability (NC) and medium ability (PC) level child. During the social interaction phase, the partners initially worked separately on four block arrangements. After each was completed, they then compared and could modify their arrangements. The children were individually posttested approximately three weeks after social problem solving.;The results revealed no significant differences between friends and non-friends. An explanation is forwarded suggesting that in this study, the goal or purpose of the task generally took precedence over existing social relationships between partners. All children behaved in a task-oriented manner. For the friendship group, children who worked wih their second friendship choice were found to modify their respective arrangements during social problem solving significantly more than children who worked with their first choice (best friend).;The findings are interpreted as offering limited support to a socio-cognitive conflict model of development. Both NCs and PCs made significant pre- to posttest gains, and the highest level of functioning was evidenced during the time when the children worked collaboratively on their respective arrangements. However, contrary to the theoretical formulations of a socio-cognitive conflict model, no significant relationship was found between the amount of change children evidenced during social interaction, and subsequent individual gain.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
