Impact of Short-Term Training in Social Cognition in Preschoolers with Externalizing Behavior

Autor/inn/en	Houssa, Marine; Jacobs, Emilie; Nader-Grosbois, Nathalie
Titel	Impact of Short-Term Training in Social Cognition in Preschoolers with Externalizing Behavior
Quelle	In: Journal of Education and Training Studies, 5 (2017) 1, S.110-123 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Training; Outcomes of Education; Preschool Children; Social Cognition; Information Processing; Theory of Mind; Pretests Posttests; Cognitive Measurement; Psychological Patterns; Beliefs; Problem Solving; Educational Experiments; Experimental Groups; Control Groups; Comparative Analysis; Child Development; Student Improvement; At Risk Students; Student Behavior; Behavior Problems; Statistical Analysis; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Ausbildung; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition; Informationsverarbeitung; Belief; Glaube; Problemlösen; Schulversuch; Kindesentwicklung; Student behaviour; Schülerverhalten; Statistische Analyse; Ausland; Belgien
Abstract	In two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn't receive training. Firstly, nineteen preschoolers presenting a high level of EB problems took part in a pre-test session involving direct cognitive and socio-cognitive measures (assessing the understanding of emotions, beliefs and social problem-solving). They were then allocated at random to two experimental groups (ToM or SIP training) and compared to nineteen TD preschoolers who followed the same procedure. Four experimental groups, EB-ToM group (n = 9), TD-ToM group (n = 9), EB-SIP group (n = 10), TD SIP-group (n = 10), received short training sessions, which were given by group of three children. All children took part in a post-test session. Secondly, EB-ToM group (n=9) and EB-SIP group (n = 10) was compared to a control group of preschoolers with EB problems (n = 9). These preschoolers took part in pre-test and post-test sessions. Firstly, we tested whether the effectiveness of the training was specific to children with EB compared to TD children. Although improvement was obtained in typically developing children, larger improvements were found in the population with EB. Secondly, we compared the potential transfer of learning between the two types of experimental training in children with EB problems. Results showed some improvement in ToM and in SIP for both experimental groups. These studies provide some guidelines for training in social cognition aimed at preschoolers who are at risk of or have developed EB disorders (As Provided).
Anmerkungen	Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01