{"id":{"repo_id":"wku-diss","oai_identifier":"oai:digitalcommons.wku.edu:theses-1446"},"canonical_url":"https://search.dev.ndltd.org/etd/wku-diss/oai:digitalcommons.wku.edu:theses-1446","repository":{"repo_id":"wku-diss","name":"Western Kentucky University","base_url":"https://digitalcommons.wku.edu/do/oai/"},"display":{"title":"Developmental and Gender Patterns in Social Information Processing: Social Problem-Solving and Social Goals","abstract":"The purpose of this study was to examine patterns of development and gender in first- through fifth-grade children's (N = 514) social information processing, as well as the role emotion plays in these patterns. Developmental patterns and goal selection have been relatively understudied in past social information processing literature. Videotaped ambiguous provocations were presented in which provocateur's emotion displays were manipulated (two each of happy, angry, and sad); children imagined being the provocateur's victim. Results revealed age and gender differences in children's goal selection and social problem-solving. Provocateur's emotion displays were also found to Influence goal selection and problem-solving in children, further supporting the role of emotion in social information processing.","abstract_html":"The purpose of this study was to examine patterns of development and gender in first- through fifth-grade children's (N = 514) social information processing, as well as the role emotion plays in these patterns. Developmental patterns and goal selection have been relatively understudied in past social information processing literature. Videotaped ambiguous provocations were presented in which provocateur's emotion displays were manipulated (two each of happy, angry, and sad); children imagined being the provocateur's victim. Results revealed age and gender differences in children's goal selection and social problem-solving. Provocateur's emotion displays were also found to Influence goal selection and problem-solving in children, further supporting the role of emotion in social information processing.","abstract_has_math":false,"creators":["Bowersox, April"],"institution":null,"degree_name":"Education Specialist","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-05-01T07:00:00Z","date_published":"2006-05-01T07:00:00Z","updated_at":"2026-07-24T06:07:28Z","subjects":["Education","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/443","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Bowersox, April"]}]},{"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":["Education Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/443"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine patterns of development and gender in first- through fifth-grade children's (N = 514) social information processing, as well as the role emotion plays in these patterns. Developmental patterns and goal selection have been relatively understudied in past social information processing literature. Videotaped ambiguous provocations were presented in which provocateur's emotion displays were manipulated (two each of happy, angry, and sad); children imagined being the provocateur's victim. Results revealed age and gender differences in children's goal selection and social problem-solving. Provocateur's emotion displays were also found to Influence goal selection and problem-solving in children, further supporting the role of emotion in social information processing."]},{"key":"dc:title","label":"Title","values":["Developmental and Gender Patterns in Social Information Processing: Social Problem-Solving and Social Goals"]}]}],"canonical_facts":{"dc:creator":["Bowersox, April"],"dc:description.abstract":["The purpose of this study was to examine patterns of development and gender in first- through fifth-grade children's (N = 514) social information processing, as well as the role emotion plays in these patterns. Developmental patterns and goal selection have been relatively understudied in past social information processing literature. Videotaped ambiguous provocations were presented in which provocateur's emotion displays were manipulated (two each of happy, angry, and sad); children imagined being the provocateur's victim. Results revealed age and gender differences in children's goal selection and social problem-solving. Provocateur's emotion displays were also found to Influence goal selection and problem-solving in children, further supporting the role of emotion in social information processing."],"dc:identifier":["https://digitalcommons.wku.edu/theses/443"],"dc:subject":["Education","Psychology"],"dc:title":["Developmental and Gender Patterns in Social Information Processing: Social Problem-Solving and Social Goals"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Education Specialist"]},"updated_at":"2026-07-24T06:07:28Z"}