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Peer Relations and the Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations

Banerjee R.
•
Watling D.
•
Caputi M.
2011
  • journal article

Periodico
CHILD DEVELOPMENT
Abstract
Research connecting children's understanding of mental states to their peer relations at school remains scarce. Previous work by the authors demonstrated that children's understanding of mental states in the context of a faux pas-a social blunder involving unintentional insult-is associated with concurrent peer rejection. The present report describes a longitudinal follow-up investigation of 210 children from the original sample, aged 5-6 or 8-9years at Time 1. The results support a bidirectional model suggesting that peer rejection may impair the acquisition of faux pas understanding, and also that, among older children, difficulties in understanding faux pas predict increased peer rejection. These findings highlight the important and complex associations between social understanding and peer relations during childhood. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
DOI
10.1111/j.1467-8624.2011.01669.x
WOS
WOS:000297112700013
Archivio
http://hdl.handle.net/11368/3003890
info:eu-repo/semantics/altIdentifier/scopus/2-s2.0-81355133987
Diritti
metadata only access
Soggetti
  • Age Factor

  • Child

  • Child, Preschool

  • Female

  • Human

  • Individuality

  • Longitudinal Studie

  • Male

  • Models, Psychological...

  • Socialization

  • Sociometric Technique...

  • Vocabulary

  • Comprehension

  • Interpersonal Relatio...

  • Peer Group

  • Social Behavior

  • Theory of Mind

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