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CROSS-SECTIONAL ASSOCIATIONS AMONG THEORY OF MIND, TRUST BELIEFS, AND TRUSTWORTHINESS
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Children’s Trust Beliefs in Others and Trusting Behavior In Peer Interaction
Get PDFThe relation between children’s trust beliefs and trusting behavior in peer interaction was examined. One hundred and 5 Italian children (54 boys; mean age = 10 years- 7 months) completed standardized scales of reliability (i.e., promise keeping) trust beliefs in parents and peers. The children participated in mixed-motive interactions with classmates which assessed behavior-dependent reliability trust on peers. The children’s reliability trustworthiness towards peers/classmates was assessed by peer reports. The SEM analyses supported the hypothesized model by showing: (1) a path between trust beliefs in parents and trust beliefs in peers; (2) paths between both types of trust beliefs and behavior-dependent trust on peers; (3) a path between behavior-dependent trust on peers and trustworthiness towards peers. Trust beliefs in peers were found to mediate the relation between trust beliefs in parents and behavior-dependent trust on peers. The findings yielded support for the Basis, Domain, and Target trust framework and Attachment Theory
The Relation Between Children’s Trust Beliefs and Theory of Mind Abilities
No full textThe study examined the relation between children's trust beliefs and Theory of Mind (ToM) abilities. A sample of 168 Italian children (M = 9 years–6 months, SD = 7 months) were administered the Italian Children's Generalized Trust Beliefs (ICGTB) Scale, two Second-Order False Belief ToM measures, and an Advanced ToM measure. As expected, the ICGTB scale demonstrated: (1) validity by its three factor structure and (2) reliability by exhibiting acceptable internal consistency and test–retest stability. As expected, the children's emotional trust beliefs in others were associated with both second-order false belief ToM ability and advanced ToM ability. These relations were not attributable to verbal ability. The findings are discussed with respect to the relations among children's emotional trust beliefs, personal disclosure, and quality of attachment
Children's trust in social workers: Scale development and relations to Children's engagement with social workers
No full textChildrens' application of a verbal-nonverbal consistency principle to infer truth and lying
Get PDFResearch supports the conclusion that adults/adolescents
employ a verbal-nonverbal consistency principle to determine
whether others are telling the truth as opposed to lying
(Friedman, 1978; DePaulo & Rosenthal, 1979). The
verbal-nonverbal consistency rule specifies that an individual
is perceived as telling the truth, as opposed to lying, when
there is consistency in the affect exhibited between his/her
verbal and nonverbal communication. In the study, kindergarten,
second and fourth grade children were presented a) a set of
specific verbal communications and b) a set of general verbal
communications. After each verbal communication they were asked
to indicate what facial expression the speaker would show if
he/she was telling the truth and lying. It was found that use
of the verbal -nonverbal consistency principle increased as a
function of age. Fourth grade children showed the
verbal-nonverbal consistency principle for both specific and
general verbal communications by selecting facial expressions
that matched the valence of the verbal communication for telling
the truth and the facial expressions that do not match the
valence of the verbal communication for lying
Development of a scale to assess individual differences in children's trust-value basis of friendship / Cathy J. Morgan.
Get PDFRotenberg (1986, 1991) has shown that children acquire a "trustvalue"
basis of friendship, whereby friendship is a function of how much
a child believes a peer will keep secrets, promises and tell the truth.
The purpose of the present study is to examine the notion advanced by
Rotenberg (1991) that there may be individual differences in the
importance children assign to the trust-value basis of friendship. This
was accomplished by constructing a scale (Rotenberg-Morgan Trust-
Value Friendship Questionnaire) for the measurement of individual
differences for two related but distinct aspects of children’s friendships:
(a) friendship preferences and (b) actual friendships. The study was
also designed to assess the reliability and validity of this scale. One
hundred and thirty children (70 girls and 60 boys) from fifth and sixth
grade were obtained through parental consent to participate in the
study. The children were administered three questionnaires: (1)
Rotenberg-Morgan Trust-Value Friendship Questionnaire, (2) Chumship
Checklist, and (3) a Values of Friendship Scale. The latter two
questionnaires served as validity measures for the scale developed.
Approximately one month later, a subsample of children (103) were given the Rotenberg-Morgan Trust-Value Friendship Questionnaire as a
measure of test-retest reliability. Factor analysis of the Rotenberg-
Morgan Trust-Value Friendship Questionnaire for the first testing yielded
three factors for both friendship preferences and actual friendships: (a)
trust confirming, (b) trust violating and (c) school trust. Analysis of the
second testing yielded highly similar factors having acceptable test-retest
reliability and internal consistency with the exception of school trust for
friendship preferences. In support of the validity of the scale, school
trust for friendship preferences and trust confirming for actual friendships
correlated positively with the Chumship Checklist and trust confirming for
actual friendships correlated positively with dependability
Loneliness and disclosure processes in early adolescence
Get PDFResearch has shown that, in comparison to nonlonely
adults, lonely adults show problems in self-^^disclosure
intimacy with peers and the current study was designed to
assess whether lonely adolescents exhibit these problems.
In the study, 37 male and 47 female early adolescents were
administered a loneliness questionnaire and later engaged
in structured interactions with male and female peer
confederate partners who provided either high or low
intimate information. As expected, subjects demonstrated
topic-^intimacy continuity with partners by choosing topics
and disclosing information higher in intimacy with the
partners who provided high as opposed to low intimacy. In
partial support of hypotheses, lonely boys chose topics
low in intimacy in response to female peers. In contrast to
other subjects, lonely boys showed a tendency to disclose
less intimate information and, paradoxically, believed that
their partners became more familiar with them. Findings
were interpreted as indicating that the disclosure skill
deficits of lonely boys disrupted the formation of
oppQsite-^sex relationships, but not necessarily chumships.
It is assumed that lack of awareness regarding low levels
of disclosure intimacy with peers is largely responsible
for the social skill deficits of these lonely individuals
Behavioral confirmation of loneliness in dyadic conversations
Get PDFThis study was designed to examine the self-fulfilling
nature of the social stigma of loneliness.
It was hypothesized that individuals (perceivers) would
be less warm and friendly in dyadic conversations with
persons believed to be lonely (lonely target) than not-lonely
(not-lonely target), and that partners would
reciprocate this behavior. These patterns were expected
to be stronger in female perceiver/male target than
male perceiver/female target dyads. In this study,
university students engaged in cross-sex dyadic
conversations prior to which they were provided with
items from the revised UCLA loneliness scale indicating
that their partner (target) was lonely or not-lonely.
The analyses revealed that, consistent with the
hypotheses, in female perceiver/male target dyads, the
perceiver was observed to be less warm during later
stages of the conversations when the male target was
lonely compared to when not-lonely. It was found that
about the same point in the conversations male targets
were observed to be less proud when lonely than not-lonely.
Additionally, subsequent to the conversations
Children's use of gaze, limb movement, vocal pitch and valence cues to infer deception / by Carey Sullivan.
Get PDFA substantial body of research has accumulated on the types of
cues individuals use to determine whether others are lying rather than
telling the truth (Depaulo, Stone & Lassiter, 1985). The bulk of the
research, however, has dealt with adults. The present research was
designed to fill in the gap in our knowledge about such processes in
children. In particular, the study examined children's use of gaze cues,
limb movement cues, vocal pitch cues and valence cues to determine
whether others are lying or telling the truth. Children from senior
kindergarten, second and fourth grades were presented videotapes of
actors who stated their liking and disliking for clothes, movies and T.V.
programs. The actors displayed different types of gazes (direct versus
indirect), limb movements (active versus nonactive), vocal pitches (high
versus normal) and valence (liking versus not liking). The children
judged on 3-point scales how much they believed the actors were lying
or telling the truth and provided explanations for their judgments. It was
found that the children did not use the anxiety cues in their judgments,
although they did show consideration of the cues in their explanations.
Age differences were found in children’s use of the valence cues in their
lying judgments; senior kindergarten and second grade, judged the
negative statements as being more indicative of lying than were the
positive statements and the reverse was shown by the fourth graders.
Close scrutiny of the data revealed that fourth grade children tended to use the anxiety cues in their lying judgments. It was proposed that the
children’s use of the anxiety cues may emerge later in development
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