Harrist A W, Zaia A F, Bates J E, Dodge K A, Pettit G S
Department of Educational Psychology, University of Texas, Austin 78712, USA.
Child Dev. 1997 Apr;68(2):278-94.
From a sample of 567 kindergartners observed during free play, 150 children were classified as socially withdrawn and followed over 4 years. A cluster analysis involving teacher ratings was used to identify subtypes of withdrawn children. Four clusters were identified, 3 fitting profiles found in the literature and labeled unsociable (n = 96), passive-anxious (n = 23), and active-isolate (n = 19), and 1 typically not discussed, labeled sad/depressed (n = 12). Sociometric ratings indicated that unsociable children had elevated rates of sociometric neglect, active-isolates had higher than expected levels of rejection, and sad/depressed children had elevated rates of both neglect and rejection. Subtypes also differed in social information-processing patterns, with active-isolate children displaying the least component skills. The findings that some experience more difficulty than others might account for the ambiguity in extant studies regarding whether or not social withdrawal is a risk factor in psychosocial development, because withdrawal has most often been treated as a unitary construct in the past.
在对567名在自由玩耍期间被观察的幼儿园儿童的样本中，150名儿童被归类为社交退缩，并随访了4年。采用涉及教师评分的聚类分析来识别退缩儿童的亚型。识别出了四个聚类，其中三个符合文献中发现的特征，分别标记为不合群型（n = 96）、被动焦虑型（n = 23）和主动孤立型（n = 19），还有一个通常未被讨论的类型，标记为悲伤/抑郁型（n = 12）。社会测量评分表明，不合群儿童遭受社会测量忽视的比率较高，主动孤立型儿童被拒绝的水平高于预期，而悲伤/抑郁型儿童遭受忽视和拒绝的比率都较高。这些亚型在社会信息处理模式上也存在差异，主动孤立型儿童表现出的组成技能最少。一些儿童比其他儿童经历更多困难的这一发现，可能解释了现有研究中关于社交退缩是否是心理社会发展中的一个风险因素的模糊性，因为过去退缩常常被视为一个单一的结构。
