SOCIAL REASONING IN BOYS: AN EVALUATION OF SELMAN'S THEORY OF SOCIAL UNDERSTANDING (ELEMENTARY SCHOOL, COGNITIVE DEVELOPMENT).
Item
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Title
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SOCIAL REASONING IN BOYS: AN EVALUATION OF SELMAN'S THEORY OF SOCIAL UNDERSTANDING (ELEMENTARY SCHOOL, COGNITIVE DEVELOPMENT).
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Identifier
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AAI8614685
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identifier
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8614685
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Creator
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KEARSE, TERENCE.
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Contributor
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Nicholas Anastasiow
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Date
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1986
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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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Education, Educational Psychology
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Abstract
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The purpose of the study was to test Selman's theory of social understanding. To this end, the study examined first, the correlations between boys' levels of reasoning on hypothetical stories and in practical situations. Secondly, it sought to determine the degree to which the theory accurately reflects real behavior, or indicates variation in stage usage in a real-life situation. Thirdly, the study examined how strongly the theory correlates with a well-established scale of social development (Vineland Scales of Social Maturity).;Ninety male subjects were pretested using Selman's social dilemmas. Sixty boys from grades 2 through 8 were identified to represent levels 1, 2, and 3. Forty-eight of these boys participated in a hypothetical condition and in a real-life condition each containing a comparable social dilemma in order to ascertain the relevance of Selman's theory of social understanding in a naturalistic setting. A high level of inter-rater reliability and agreement were obtained and maintained.;Results indicated that the boys' real-life behavior and response to hypothetical stories were highly correlated. An analysis of each of the seven basic "issues", across levels of social understanding, was conducted. Results again indicated highly significant correlations between each of the seven "issues" and the two conditions. A discussion was presented in terms of their efficacy as basic ingredients in arriving at a level of reasoning.;Finally, no correlation between the theory and the Vineland Scales of Social Maturity was found. This result was attributed to the insensitivity of the Vineland to the nuances of social reasoning.;Areas of future research and educational implications are discussed.
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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
