Alle Publikationen
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2009
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(2009): Die Intelligence and Development Scale Sozial-Emotionale Kompetenz (IDS-SEK). Psychometrische Eigenschaften eines Tests zur Erfassung sozial-emotionaler Fähigkeiten. In: Diagnostica 55 (4), S. 234-244. DOI: 10.1026/0012-1924.55.4.234
DOI: https://doi.org/10.1026/0012-1924.55.4.234 Abstract: Tested psychometric properties of the Intelligence and Development Scales Sozial-Emotionale Kompetenz Skala (IDS-SEK). To address a lack of adequate measures for capturing the social-emotional abilities of children, the IDS-SEK was constructed. The test measures social-emotional abilities on the dimensions (1) Emotion Recognition (EE), (2) Emotion Regulation (ER), (3) Understanding of Social Situations (SV), and (4) Social-Operation Competence (SH). Results of studies conducted with 839 5- to 10-year-olds from Switzerland support the scale's construct and criterion validity. Comparisons (matched for age, sex, and intelligence quotient) of children without behavioural problems, with Asperger syndrome (n = 38), and with aggressive-behavioral problems (n = 57) provided additional proof of the scale's differentiation ability. It is concluded that the IDS-SEK is well suited to measure capabilities and deficits in the social-emotional domain in a multidimensional way and can be used as the basis of specific interventions.
Keywords: Aggressionsverhalten, Aggressive Behavior, Aspergers Syndrome, Asperger-Syndrom, Autism Spectrum Disorders, Autismus-Spektrum-Störung, Developmental Scales & Schedules, emotion recognition, Emotional Regulation, Emotionen, Emotions, Emotionserkennung, Emotionsforschung, Emotionsregulation, Entwicklungstests, Personality Scales & Inventories, Persönlichkeitstests, psychometrics, Psychometrie, Psychosocial & Personality Development, Psychosoziale Entwicklung und Persönlichkeitsentwicklung, Social intelligence, Social Skills, Soziale Fertigkeiten, Soziale Intelligenz, Test Validity, Testvalidität, Verhaltensforschung 1997
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(1997) : Social intelligence and success. Don't be too clever in order to be smart In: Whiten, Andrew; Byrne, Richard W. (Hg.): Machiavellian intelligence II. Extensions and evaluations: Cambridge: Cambridge University Press, S. 86-111
Abstract: Reviews research into the success and failure of behaviors in achieving social goals and argues that social and ultimately reproductive success is mainly determined by the consequences of a behavior rather than the cognitive complexity underlying it. The importance and difficulty of learning social metarules once the procedural rules of social interaction behavior (e.g., how to lie) have been mastered is discussed and is considered to be a major force driving social intelligence. A review of empirical research into children's social success illustrates the points made and shows the diversity of children's behavioral repertoire. The need for more data, for a measure of the cognitive complexity of behavior and solutions, and for an integrative functional theory is stressed.
Keywords: Achievement, Childhood Development, Cognitive Complexity, consequences vs complexity of behavior as determinant of social success or failure, Deception, Entwicklung in der Kindheit, Failure, Intelligence, Intelligenz, Kognitionswissenschaften, Kognitive Komplexität, Leistung (Fähigkeit), overview & theoretical study, Machiavellianism, Pädagogische Psychologie, Machiavellismus, Psychosocial & Personality Development, Misserfolg, Psychosocial Development, Psychosoziale Entwicklung, Psychosoziale Entwicklung und Persönlichkeitsentwicklung, Review, Social Behavior, social intelligence & procedural rules vs metarules & hidden motives & trust & social success in children & children's behavioral repertoire, Social Perception & Cognition, Soziale Intelligenz, Soziale Wahrnehmung und soziale Kognition, soziales Verhalten, Täuschen, Verhaltensforschung
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