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早期的社会互动和年幼的学龄儿童的行为问题:从理论和数据驱动的方法汇聚证据
Jiahao Liang1, Yiji Wang1,2
1Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
概括
早期的同行互动是小学行为调整的关键预测因素. 这项研究强调了它们对母婴和教师儿童互动对预测行为问题的独特重要性.
科学领域:
- 发展心理学 发展心理学
- 孩子的行为 孩子的行为
- 社会互动 社交互动
背景情况:
- 之前的研究将社会互动与行为调整联系起来.
- 早期社会互动对行为问题的独特贡献仍然不清楚.
- 这项研究检查了母亲-孩子,老师-孩子和同行互动,预测内部化和外部化问题.
研究的目的:
- 评估学前社会互动在预测小学早期行为问题的作用.
- 在分析这些关联时,比较理论驱动和数据驱动的方法.
- 为了确定不同类型的社会互动的相对重要性.
主要方法:
- 对1028名36个月后观察到的儿童进行了长度研究.
- 母婴,教师儿童和同龄人互动的质量被编码.
- 使用了结构方程建模 (SEM) 和机器学习 (随机森林,支向量机器).
主要成果:
- 机器学习模型,特别是支持向量机,比SEM表现出更高的性能.
- 早期的同行互动独特地预测了行为问题,表现优于母亲与孩子和老师与孩子的互动.
- 机器学习将同行互动确定为行为调整最重要的预测因素.
结论:
- 从理论和数据驱动的方法汇聚的证据支持早期社会互动的预测作用.
- 幼儿园同龄人互动对于以后的行为调整至关重要.
- 这些发现增强了对社会互动和行为问题之间的纵向关联的理解.
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