The Communication of Naïve Theories of the Social World in Parent-Child Conversation

Autor/inn/en	Chalik, Lisa; Rhodes, Marjorie
Titel	The Communication of Naïve Theories of the Social World in Parent-Child Conversation
Quelle	In: Journal of Cognition and Development, 16 (2015) 5, S.719-741 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2014.949722
Schlagwörter	Parent Child Relationship; Interpersonal Communication; Young Children; Story Reading; Interaction; Interpersonal Relationship; Social Behavior; Social Cognition; Social Development; Child Development; Picture Books; Video Technology; Coding; Group Membership; Handheld Devices; New York + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Frühe Kindheit; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social behaviour; Soziales Verhalten; Soziale Kognition; Soziale Entwicklung; Kindesentwicklung; Picture book; Bilderbuch; Codierung; Programmierung; Gruppenzugehörigkeit
Abstract	Three studies examined the communication of naïve theories of social groups in conversations between parents and their 4-year-old children (N = 48). Parent-child dyads read and discussed a storybook in which they either explained why past social interactions had occurred (Study 1) or evaluated whether future social interactions should occur (Studies 2 and 3). In all 3 studies, the content of parents' and children's explanations reflected an intuitive theory of social groups as markers of intrinsic obligations, whereby individuals are obligated to avoid harm to and direct positive actions toward their in-group members. Furthermore, Studies 2 and 3 suggested that when discussing the normative obligations that guide behavior, parents covertly reinforce their children's developing beliefs about social categories. Implications for the development of social cognition are discussed. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01