Moderating effects of group status, cohesion, and ethnic composition on socialization of aggression in children’s peer groups.

Attribution theory is used as a conceptual framework for examining how causal beliefs about peer harassment influence how victims think and feel about themselves. Evidence is presented that victims who make characterological self-blaming attributions (“it must be me”) are particularly at risk of negative self-views. Also examined is the influence of social context, particularly the ethnic composition of schools and classrooms. It was found that students who were both victims of harassment and members of the majority ethnic group were more vulnerable to self-blaming attributions. In contrast, greater ethnic diversity, that is, classrooms where no one group was in the majority, tended to ward off self-blaming tendencies. Studies of peer harassment are a good context for examining one of the main themes of the special issue, which is how the social context (e.g., peer groups, ethnic groups) influences the way individuals think and feel about themselves.

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Lexical Comprehension in Young Children With Developmental Delays

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0301.79 ◽

1994 ◽

Vol 3 (1) ◽

pp. 79-88 ◽

Cited By ~ 1

Author(s):

Theresa A. Kouri

Keyword(s):

Young Children ◽

Developmental Delays ◽

Normal Development ◽

Clinical Applications ◽

Group Status ◽

Novel Object ◽

Related Information ◽

Comprehension Skills ◽

Lexical Items ◽

Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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The Effects of Status on Perceived Warmth and Competence

Social Psychology ◽

10.1027/1864-9335/a000012 ◽

2010 ◽

Vol 41 (2) ◽

pp. 82-87 ◽

Cited By ~ 19

Author(s):

Marco Brambilla ◽

Simona Sacchi ◽

Federica Castellini ◽

Paola Riva

Keyword(s):

Social Status ◽

Perceived Competence ◽

Goal Achievement ◽

Group Status ◽

The Relationship

Research has shown that perceived group status positively predicts competence stereotypes but does not positively predict warmth stereotypes. The present study identified circumstances in which group status positively predicts both warmth and competence judgments. Students (N = 86) rated one of two groups (psychologists vs. engineers) presented as either being low or high in social status on warmth and competence. Results showed that status positively predicted competence stereotypes for both groups, but warmth stereotypes only for psychologists, for whom warmth traits are perceived to be functional in goal achievement. Moreover, for psychologists perceived warmth mediated the relationship between status and perceived competence. Results are discussed in terms of the contextual malleability of the relationship between perceived status, warmth, and competence.

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