Biomedical subjects

Elizabeth A Lemerise

Publications and source records attributed to Elizabeth A Lemerise.

3 recordsLinked to original sources

PubMed2006

Do provocateurs' emotion displays influence children's social goals and problem solving?

The social goals and social problem-solving of children who varied in social adjustment were examined in the context of hypothetical ambiguous provocation situations in which provocateurs' emotion displays were systematically manipulated. Children rated the importance of six different social goals and explained how they would solve the problems. Social adjustment was measured with rating and nomination sociometric procedures. Rejected-aggressive, rejected-nonaggressive, average-nonaggressive, and popular-nonaggressive children showed both commonalities and differences in rating the six social goals, the relative importance of the six social goals, and social problem-solving depending on the provocateur's emotion display. When provocateurs were happy, there were few group differences, but when provocateurs were angry or sad, rejected-aggressive children: a) rated hostile/instrumental goals more positively; b) rated prosocial goals less positively; and c) made problem-solving responses that were less friendly than those of other children. Results are discussed in relation to Lemerise and Arsenio's (2000) model of emotion and social information processing.

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PubMed2005

The influence of provocateurs' emotion displays on the social information processing of children varying in social adjustment and age.

This study examined the effect of provocateurs' emotion displays on first through fourth graders' social information processing (SIP). Rating and nomination sociometric techniques were used to identify rejected-aggressive, rejected-nonaggressive, average-nonaggressive, and popular-nonaggressive groups. Children viewed videotaped ambiguous provocation situations in which provocateurs' emotion displays were varied systematically. After each vignette, children's recall of story details, attribution of intent, and problem-solving responses were obtained. Half of the children were randomly assigned to a condition where they were asked directly about provocateurs' emotions, and the remaining children were not asked about provocateurs' feelings. Results revealed both developmental and social adjustment differences in SIP. In addition, provocateurs' emotion displays and asking versus not asking about those displays influenced multiple aspects of SIP.

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PubMedDate not supplied

Aggression and moral development: integrating social information processing and moral domain models.

Social information processing and moral domain theories have developed in relative isolation from each other despite their common focus on intentional harm and victimization, and mutual emphasis on social cognitive processes in explaining aggressive, morally relevant behaviors. This article presents a selective summary of these literatures with the goal of showing how they can be integrated into a single, coherent model. An essential aspect of this integration is Crick and Dodge's (1994) distinction between latent mental structures and online processing. It is argued that moral domain theory is relevant for describing underlying mental structures regarding the nature and boundaries of what is moral, whereas the social information processing model describes the online information processing that affects application of moral structures during peer interactions.

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