Children's Reasoning About Self-Presentation Following Rule Violations: The Role of Self-Focused Attention
Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4–9 years, social emotions and self-presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving socia...
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| Veröffentlicht in: | Child development 2012-09, Vol.83 (5), p.1805-1821 |
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| container_title | Child development |
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| creator | Banerjee, Robin Bennett, Mark Luke, Nikki |
| description | Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4–9 years, social emotions and self-presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social-conventional rather than moral violations. In 2 further studies with 376 children aged 4–9 years, experimental manipulations of self-focused attention (either by leading children to believe they were being video-recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self-presentational concerns were consistently salient in the context of social-conventional violations. The role of rule transgressions in children's emerging self-awareness and social understanding is discussed. |
| doi_str_mv | 10.1111/j.1467-8624.2012.01813.x |
| format | Article |
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In an initial study with 91 children aged 4–9 years, social emotions and self-presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social-conventional rather than moral violations. In 2 further studies with 376 children aged 4–9 years, experimental manipulations of self-focused attention (either by leading children to believe they were being video-recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self-presentational concerns were consistently salient in the context of social-conventional violations. The role of rule transgressions in children's emerging self-awareness and social understanding is discussed.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.1111/j.1467-8624.2012.01813.x</identifier><identifier>PMID: 22780859</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Analysis of Variance ; Attention - physiology ; Audience Response ; Audiences ; Behavior Standards ; Biological and medical sciences ; Child ; Child development ; Child, Preschool ; Childhood ; Children ; Cognition & reasoning ; Concept Formation - physiology ; Consciousness - physiology ; Developmental psychology ; Elementary School Students ; Emotional development ; Emotional expression ; Emotions ; EMPIRICAL ARTICLES ; Female ; Fundamental and applied biological sciences. Psychology ; Humans ; Identity formation ; Interpersonal Relations ; Learning ; Male ; Moral aspects ; Moral Values ; Motivation ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reasoning ; Role ; Rules ; Self ; Self awareness ; Selffocused attention ; Sex Factors ; Social Behavior ; Social Cognition ; Social conformity ; Social conventions ; Social identity ; Social interaction ; Transgression ; Video Technology ; Vignettes ; Violations</subject><ispartof>Child development, 2012-09, Vol.83 (5), p.1805-1821</ispartof><rights>Child Development © 2012 The Society for Research in Child Development, Inc.</rights><rights>2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright Blackwell Publishing Ltd. 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In an initial study with 91 children aged 4–9 years, social emotions and self-presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social-conventional rather than moral violations. In 2 further studies with 376 children aged 4–9 years, experimental manipulations of self-focused attention (either by leading children to believe they were being video-recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self-presentational concerns were consistently salient in the context of social-conventional violations. The role of rule transgressions in children's emerging self-awareness and social understanding is discussed.</description><subject>Analysis of Variance</subject><subject>Attention - physiology</subject><subject>Audience Response</subject><subject>Audiences</subject><subject>Behavior Standards</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Childhood</subject><subject>Children</subject><subject>Cognition & reasoning</subject><subject>Concept Formation - physiology</subject><subject>Consciousness - physiology</subject><subject>Developmental psychology</subject><subject>Elementary School Students</subject><subject>Emotional development</subject><subject>Emotional expression</subject><subject>Emotions</subject><subject>EMPIRICAL ARTICLES</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. 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Psychophysiology</subject><subject>Reasoning</subject><subject>Role</subject><subject>Rules</subject><subject>Self</subject><subject>Self awareness</subject><subject>Selffocused attention</subject><subject>Sex Factors</subject><subject>Social Behavior</subject><subject>Social Cognition</subject><subject>Social conformity</subject><subject>Social conventions</subject><subject>Social identity</subject><subject>Social interaction</subject><subject>Transgression</subject><subject>Video Technology</subject><subject>Vignettes</subject><subject>Violations</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkl1v0zAUhiMEYmXwDwBFQghuUvwVx-YCqerawTQBKmVI3FhOcsKSufGwE6379zhN6SRumG_88T7vObZeR1GM0RSH8a6ZYsazRHDCpgRhMkVYYDrdPogmB-FhNEEIyYRKgo6iJ943YUu4pI-jI0IygUQqJ1Ezv6xN6aB94-MVaG_buv0Vz3Lbd_E3MFXy1YGHttNdbdt4aY2xNwOx6g3EF7U1O8G_j9eXEK9sOLTVaFzaovdQxrOuC_4APY0eVdp4eLafj6Pvy8V6_jE5_3L6aT47T4o0S2mSkRyVvCjzTHKZAWVVqnkFGueUgWZ5VkgqUCmhyEuhdY458JLLNC8JB8RLehy9HeteO_u7B9-pTe0LMEa3YHuvMCYpETQV8v8oEgQzygm-B0olZQylPKCv_kEb27s2vHlHcYYYo4ESI1U4672DSl27eqPdbYDUkLJq1BCmGsJUQ8pql7LaBuvLfYM-30B5MP6NNQCv94D2hTaV021R-zuOMyIzPnDPRw5cXRzkxZkMf4YM8odRvqkN3N77fmp-srgYlqHAi7FA4zvr7vpTSjCWIujJqNe-g-1B1-5K8Yxmqfrx-VThE3K2pvOV-kn_ADmK450</recordid><startdate>201209</startdate><enddate>201209</enddate><creator>Banerjee, Robin</creator><creator>Bennett, Mark</creator><creator>Luke, Nikki</creator><general>Blackwell Publishing Ltd</general><general>Wiley Blackwell</general><general>Wiley-Blackwell</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>U9A</scope><scope>7X8</scope></search><sort><creationdate>201209</creationdate><title>Children's Reasoning About Self-Presentation Following Rule Violations: The Role of Self-Focused Attention</title><author>Banerjee, Robin ; Bennett, Mark ; Luke, Nikki</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5753-72b0d6cdb79697e34f5a6fea1b34ea4b7c9380d9ecbd8aab16e6d695bd26e06d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Analysis of Variance</topic><topic>Attention - physiology</topic><topic>Audience Response</topic><topic>Audiences</topic><topic>Behavior Standards</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child development</topic><topic>Child, Preschool</topic><topic>Childhood</topic><topic>Children</topic><topic>Cognition & reasoning</topic><topic>Concept Formation - physiology</topic><topic>Consciousness - physiology</topic><topic>Developmental psychology</topic><topic>Elementary School Students</topic><topic>Emotional development</topic><topic>Emotional expression</topic><topic>Emotions</topic><topic>EMPIRICAL ARTICLES</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>Identity formation</topic><topic>Interpersonal Relations</topic><topic>Learning</topic><topic>Male</topic><topic>Moral aspects</topic><topic>Moral Values</topic><topic>Motivation</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Reasoning</topic><topic>Role</topic><topic>Rules</topic><topic>Self</topic><topic>Self awareness</topic><topic>Selffocused attention</topic><topic>Sex Factors</topic><topic>Social Behavior</topic><topic>Social Cognition</topic><topic>Social conformity</topic><topic>Social conventions</topic><topic>Social identity</topic><topic>Social interaction</topic><topic>Transgression</topic><topic>Video Technology</topic><topic>Vignettes</topic><topic>Violations</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Banerjee, Robin</creatorcontrib><creatorcontrib>Bennett, Mark</creatorcontrib><creatorcontrib>Luke, Nikki</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Neurosciences Abstracts</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><jtitle>Child development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Banerjee, Robin</au><au>Bennett, Mark</au><au>Luke, Nikki</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ992029</ericid><atitle>Children's Reasoning About Self-Presentation Following Rule Violations: The Role of Self-Focused Attention</atitle><jtitle>Child development</jtitle><addtitle>Child Dev</addtitle><date>2012-09</date><risdate>2012</risdate><volume>83</volume><issue>5</issue><spage>1805</spage><epage>1821</epage><pages>1805-1821</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><coden>CHDEAW</coden><abstract>Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4–9 years, social emotions and self-presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social-conventional rather than moral violations. In 2 further studies with 376 children aged 4–9 years, experimental manipulations of self-focused attention (either by leading children to believe they were being video-recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self-presentational concerns were consistently salient in the context of social-conventional violations. The role of rule transgressions in children's emerging self-awareness and social understanding is discussed.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>22780859</pmid><doi>10.1111/j.1467-8624.2012.01813.x</doi><tpages>17</tpages></addata></record> |
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| ispartof | Child development, 2012-09, Vol.83 (5), p.1805-1821 |
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| subjects | Analysis of Variance Attention - physiology Audience Response Audiences Behavior Standards Biological and medical sciences Child Child development Child, Preschool Childhood Children Cognition & reasoning Concept Formation - physiology Consciousness - physiology Developmental psychology Elementary School Students Emotional development Emotional expression Emotions EMPIRICAL ARTICLES Female Fundamental and applied biological sciences. Psychology Humans Identity formation Interpersonal Relations Learning Male Moral aspects Moral Values Motivation Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reasoning Role Rules Self Self awareness Selffocused attention Sex Factors Social Behavior Social Cognition Social conformity Social conventions Social identity Social interaction Transgression Video Technology Vignettes Violations |
| title | Children's Reasoning About Self-Presentation Following Rule Violations: The Role of Self-Focused Attention |
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