{"id":{"repo_id":"wku-diss","oai_identifier":"oai:digitalcommons.wku.edu:theses-1116"},"canonical_url":"https://search.dev.ndltd.org/etd/wku-diss/oai:digitalcommons.wku.edu:theses-1116","repository":{"repo_id":"wku-diss","name":"Western Kentucky University","base_url":"https://digitalcommons.wku.edu/do/oai/"},"display":{"title":"The Influence of Affective Ties on Children's Consequential Reasoning about Ambiguous Provocation Situations","abstract":"Past models (i.e., Crick and Dodge, 1994) of children’s social information processing (SIP) have neglected to include the role of emotions in children’s reasoning during social situations. A recent reformulation (Lemerise and Arsenio, 2000) updated Crick and Dodge’s model to incorporate emotions and their impact on children’s processing. Since then, studies have examined the influence of emotion in children’s SIP, but few have investigated the impact of children’s affective ties with their peers. This study explores the effect of the participant’s relationship with the provocateur on subsequent consequential reasoning concerning possible hostile, passive, and competent response; in addition, it addresses gaps in the literature by utilizing a different age range and investigating the response decision step of SIP. A sample of second and fifth graders (N=101) completed a social cognitive interview in which they reasoned about competent, hostile, and passive responses when the provocateur was a friend, neutral peer, or an enemy. Results indicated multiple relationship effects and gender differences, which illustrated the impact relationships can have on SIP.","abstract_html":"Past models (i.e., Crick and Dodge, 1994) of children’s social information processing (SIP) have neglected to include the role of emotions in children’s reasoning during social situations. A recent reformulation (Lemerise and Arsenio, 2000) updated Crick and Dodge’s model to incorporate emotions and their impact on children’s processing. Since then, studies have examined the influence of emotion in children’s SIP, but few have investigated the impact of children’s affective ties with their peers. This study explores the effect of the participant’s relationship with the provocateur on subsequent consequential reasoning concerning possible hostile, passive, and competent response; in addition, it addresses gaps in the literature by utilizing a different age range and investigating the response decision step of SIP. A sample of second and fifth graders (N=101) completed a social cognitive interview in which they reasoned about competent, hostile, and passive responses when the provocateur was a friend, neutral peer, or an enemy. Results indicated multiple relationship effects and gender differences, which illustrated the impact relationships can have on SIP.","abstract_has_math":false,"creators":["Maulden, Jennifer R."],"institution":null,"degree_name":"Master of Arts","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":["Dr. Elizabeth Lemerise (Director), Dr. Jacqueline Pope-Tarrence,Dr. Andrew Mienaltowski"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-11-01T07:00:00Z","date_published":"2009-11-01T07:00:00Z","updated_at":"2026-07-24T06:07:10Z","subjects":["social information processing","child development","child psychology","aggression","Cognition and Perception","Developmental Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/116","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Elizabeth Lemerise (Director), Dr. Jacqueline Pope-Tarrence,Dr. Andrew Mienaltowski"]},{"key":"dc:creator","label":"Author","values":["Maulden, Jennifer R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social information processing","child development","child psychology","aggression","Cognition and Perception","Developmental Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/116"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Past models (i.e., Crick and Dodge, 1994) of children’s social information processing (SIP) have neglected to include the role of emotions in children’s reasoning during social situations. A recent reformulation (Lemerise and Arsenio, 2000) updated Crick and Dodge’s model to incorporate emotions and their impact on children’s processing. Since then, studies have examined the influence of emotion in children’s SIP, but few have investigated the impact of children’s affective ties with their peers. This study explores the effect of the participant’s relationship with the provocateur on subsequent consequential reasoning concerning possible hostile, passive, and competent response; in addition, it addresses gaps in the literature by utilizing a different age range and investigating the response decision step of SIP. A sample of second and fifth graders (N=101) completed a social cognitive interview in which they reasoned about competent, hostile, and passive responses when the provocateur was a friend, neutral peer, or an enemy. Results indicated multiple relationship effects and gender differences, which illustrated the impact relationships can have on SIP."]},{"key":"dc:title","label":"Title","values":["The Influence of Affective Ties on Children's Consequential Reasoning about Ambiguous Provocation Situations"]}]}],"canonical_facts":{"dc:contributor":["Dr. Elizabeth Lemerise (Director), Dr. Jacqueline Pope-Tarrence,Dr. Andrew Mienaltowski"],"dc:creator":["Maulden, Jennifer R."],"dc:description.abstract":["Past models (i.e., Crick and Dodge, 1994) of children’s social information processing (SIP) have neglected to include the role of emotions in children’s reasoning during social situations. A recent reformulation (Lemerise and Arsenio, 2000) updated Crick and Dodge’s model to incorporate emotions and their impact on children’s processing. Since then, studies have examined the influence of emotion in children’s SIP, but few have investigated the impact of children’s affective ties with their peers. This study explores the effect of the participant’s relationship with the provocateur on subsequent consequential reasoning concerning possible hostile, passive, and competent response; in addition, it addresses gaps in the literature by utilizing a different age range and investigating the response decision step of SIP. A sample of second and fifth graders (N=101) completed a social cognitive interview in which they reasoned about competent, hostile, and passive responses when the provocateur was a friend, neutral peer, or an enemy. Results indicated multiple relationship effects and gender differences, which illustrated the impact relationships can have on SIP."],"dc:identifier":["https://digitalcommons.wku.edu/theses/116"],"dc:subject":["social information processing","child development","child psychology","aggression","Cognition and Perception","Developmental Psychology"],"dc:title":["The Influence of Affective Ties on Children's Consequential Reasoning about Ambiguous Provocation Situations"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Master of Arts"]},"updated_at":"2026-07-24T06:07:10Z"}