Author(s)	Hubbard, Julie A.
Author(s)	Bookhout, Megan K.
Author(s)	Zajac, Lindsay
Author(s)	Moore, Christina C.
Author(s)	Dozier, Mary
Date Accessioned	2023-03-01T20:56:02Z
Date Available	2023-03-01T20:56:02Z
Publication Date	2022-11-22
Description	“©American Psychological Association, 2022. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. The final article is available, upon publication, at: https://doi.org/10.1037/dev0001510
Abstract	The goal of the current study was to investigate whether children’s social information processing (SIP) predicts their conversations with peers, including both their remarks to peers and peers’ remarks to them. When children (N = 156; 55% male; United States; Representation by Race: 60% African American, 18% Mixed race, 15% European American, 7% Other; Representation by Latino/a Ethnicity: 22% Latino/a, 78% Not Latino/a; Mincome = $39,419) were 8 years old, we assessed their aggressive and prosocial SIP using the Social Information Processing Application (SIP-AP). When children were 9 years old, they participated in playgroups typically consisting of four same-sex unfamiliar children who interacted in a round-robin format. Each dyad completed a five-minute frustration task and a five-minute planning task. Observers coded children’s verbalizations into six prosocial categories (Suggest, Agree, Solicit Input, Ask, Encourage, State Personal) and four antisocial categories (Command, Disagree, Discourage, Aggress). Children with higher aggressive SIP made more antisocial and fewer prosocial statements, whereas children with higher prosocial SIP made more prosocial and fewer antisocial statements. Furthermore, children with higher aggressive SIP elicited more antisocial and fewer prosocial statements from peers, whereas children with higher prosocial SIP elicited more prosocial and fewer antisocial statements from peers. Children’s antisocial and prosocial remarks mediated relations between their aggressive SIP and peers’ subsequent antisocial and prosocial remarks. Findings are discussed in terms of: (a) the use of SIP to predict more subtle social behaviors in children’s social interaction, and (b) cycles of social interactions that maintain and reinforce children’s SIP patterns. Public Significance Statement: Findings of the current study suggest that children who think more aggressively about social interactions speak to their peers using more negative and fewer positive statements. Peers respond using similar language, and their responses help to maintain children’s aggressive thinking patterns.
Sponsor	This research was supported by National Institute of Mental Health Grant R01MH074374 to Mary Dozier. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. We are sincerely grateful to David A. Kenny for his guidance, support, and instruction as we conducted the Social Relations Model analyses described in this article. We thank the children and families who participated in this research, as well as the research assistants who helped to collect these data. We also gratefully acknowledge the support of child protection agencies in Philadelphia. No authors have any conflicts of interest to report.ClinicalTrials.gov: Intervening Early with Neglected Children; https://clinicaltrials.gov/show/NCT02093052. All data sets and analyses are available at https://osf.io/fkrxn/?view_only=f9a2276e3fea4614877d32a887d60ae3 (Hubbard, 2022). Julie A. Hubbard served as lead for conceptualization, formal analysis, methodology, supervision, and writing–original draft. Megan K. Bookhout served as lead for data curation. Lindsay Zajac served as lead for project administration and contributed equally to data curation. Christina C. Moore contributed equally to data curation. Mary Dozier served as lead for funding acquisition, resources, and software.
Citation	Hubbard, J. A., Bookhout, M. K., Zajac, L., Moore, C. C., & Dozier, M. (2022). Children’s social information processing predicts both their own and peers’ conversational remarks.Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0001510
ISSN	1939-0599
URL	https://udspace.udel.edu/handle/19716/32374
Language	en_US
Publisher	Developmental Psychology
Keywords	aggressive behavior
Keywords	children’s conversations
Keywords	peers
Keywords	prosocial behavior
Keywords	social information processing
Title	Children’s Social Information Processing Predicts Both Their Own and Peers’ Conversational Remarks
Type	Article

Children’s Social Information Processing Predicts Both Their Own and Peers’ Conversational Remarks

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