ERIC Number: ED181995
Record Type: RIE
Publication Date: 1979-Mar
Reference Count: 0
A Time-Series Analysis of Transition in Social-Cognitive Development.
Jaquette, Daniel S.
This study employs a time-series analysis of naturalistic developmental functioning to describe characteristics of transition in social development. A special education classroom of eight preadolescents, ages 11 and 12, provided subjects for this study. Transitional patterns in social cognitive development were studied in children's problem-solving discussions during the course of regularly scheduled classroom meetings over an eight-month period. Individual responses in the group discussion were transcribed and assigned a level of interpersonal awareness, using reflective interview stage criteria for coding social cognition from group discussions. Children's interpersonal awareness was assessed in interviews and compared to performance in the classroom setting. Among the findings, natural setting outcomes were lower than interview outcomes. For all subjects, a pattern of growth in group functioning was observed for the first two-thirds of the class meetings. Growth was followed by a termination-regression effect. Children appear to progress on two developmental planes, one of formal competency and another of functional performance. The procedures described are presented as a model for the microgenetic analysis of short-term development. It is suggested that they also may provide a clinical tool for analyzing the social adjustment problems of disturbed children. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: Harvard Univ., Cambridge, MA.
Identifiers: Life Transitions; Naturalistic Studies; Regressive Behavior; Time Series Analysis
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (San Francisco, CA, March 15-18, 1979)