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Related Concept Videos

Social Proof00:52

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Social proof is a form of persuasion based on comparison and conformity. People compare their behavior and actions to what others are doing and will change to conform to do what their peers do.
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People tend to know what behavior is expected of them in specific, familiar settings. A script is a person’s knowledge about the sequence of events expected in a specific setting (Schank & Abelson, 1977). Essentially, scripts are a particular kind of schema, one containing default values for the features within an event. In the restaurant example, the script's features include the props (e.g., tables, menu, food, and money), the roles to be played (e.g., customer and waiter),...
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Social traps are negative situations where people get caught in a direction or relationship that later proves to be unpleasant, with no easy way to back out of or avoid. The concept was orignally introduced by John Platt who applied psychology to Garrett Hardin's "Tragedy of the Commons", where in New England herd owners could let their cattle graze in the common ground. This situation seems like a good idea, but an individual could have an advantage. If they owned...
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Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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We have discussed why we form relationships, what attracts us to others, and different types of love. But what determines whether we are satisfied with and stay in a relationship? One theory that provides an explanation is social exchange theory. According to social exchange theory, we act as naïve economists in keeping a tally of the ratio of costs and benefits of forming and maintaining a relationship with others (Rusbult & Van Lange, 2003).
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Related Experiment Video

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Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
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Social problem solving and strategy use in young children.

Vanessa A Green1, Antonius H N Cillessen, Ruth Rechis

  • 1Jessie Hetherington Centre for Educational Research, Victoria University of Wellington, New Zealand. vanessa.green@vuw.ac.nz

The Journal of Genetic Psychology
|May 15, 2008
PubMed
Summary

Children

Area of Science:

  • Child Psychology
  • Social Development
  • Behavioral Science

Background:

  • Understanding social strategies in young children is crucial for development.
  • Previous research has not fully explored the interplay of prosocial, passive, and coercive tactics in specific social challenges.
  • Gender dynamics in children's social problem-solving require further investigation.

Purpose of the Study:

  • To examine the prosocial-assertive, passive, and coercive strategies proposed by 6-year-olds in response to social dilemmas.
  • To investigate the influence of character gender composition on strategy selection.
  • To explore the relationship between teacher-rated social competence, antisocial behavior, and strategy use.

Main Methods:

  • 257 six-year-old children participated, responding to hypothetical social scenarios (game displacement, toy acquisition).

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  • Children acted out responses using toy props, with verbalizations categorized into 13 strategy types.
  • Teachers provided ratings of participants' social competence and antisocial behavior.

    • Main Results:

    • Girls and boys showed similar overall use of prosocial or assertive strategies.
    • Girls were more inclined to use prosocial strategies with female peers compared to male peers.
    • An interaction between competence and antisocial behavior predicted coercive responses in girls, but not boys.

    Conclusions:

    • Social competence is best understood by considering the interaction between prosocial and antisocial behaviors.
    • Gender influences strategy selection in social interactions, particularly for girls.
    • Early childhood social problem-solving strategies are complex and context-dependent.