Mize J, Cox R A
Department of Family and Child Development, Auburn University, AL 36849.
J Genet Psychol. 1990 Mar;151(1):117-27. doi: 10.1080/00221325.1990.9914648.
The purpose of this study was to examine the ability of two different measures of preschool children's social strategy knowledge to predict classroom behavior with peers. Thirty-two 4- and 5-year-old children attending a university sponsored preschool were administered the Preschool Interpersonal Problem-Solving Tests (PIPS) and an enactive assessment of strategy knowledge. Observational and teacher-rating measures of children's positive and aggressive peer behavior were also obtained. Significant correlations were obtained between (a) the number of strategies produced in the enactive measure and cooperative play ratings by teachers, (b) the number of strategies produced in the PIPS and observations of positive peer behavior, and (c) ratings of friendliness in the PIPS and teacher-rated cooperative play and aggression and observations of aggression. Results are discussed in terms of implications for social skill training.
本研究的目的是检验两种不同的学前儿童社会策略知识测量方法预测其在课堂上与同伴行为的能力。三十二名就读于大学附属幼儿园的4至5岁儿童接受了学前人际问题解决测试（PIPS）以及策略知识的实践评估。同时还获取了儿童积极和攻击性行为的观察及教师评分测量结果。在以下方面获得了显著相关性：（a）实践评估中产生的策略数量与教师对合作游戏的评分；（b）PIPS中产生的策略数量与对积极同伴行为的观察；（c）PIPS中的友好度评分、教师评定的合作游戏和攻击性行为以及对攻击性行为的观察。研究结果将根据其对社交技能训练的意义进行讨论。
