Executive function and the development of social information processing during the preschool years

The six-step social information processing (SIP) model (Crick & Dodge, 1994) describes how children respond to difficult social situations, but little is known about the underlying cognitive abilities that support the individual SIP steps. Given excu executive function's (EF) association with behavioral displays of competent and aggressive responses to provocation, the current study examined how three EF components (i.e., response inhibition, working memory, cognitive flexibility) relate to four SIP steps (i.e., encoding, interpretation, response generation, and response evaluation). In addition, the current study looked at how attributions made about the transgressor in the first two SIP steps affect processing in the later SIP steps. Seventy-two 4- to 5-year-old children completed one EF task for each component and were given a structured interview that assessed four steps of the SIP model. Working memory and age were related to encoding (fact recall and emotion attributions), response generation, and response evaluation. Cognitive flexibility was only related to response evaluation. The individual contributions of EF and age, as well as early SIP steps, differ for each step. The specific processes by which working memory may relate to each step are discussed, as well as how the encoding step provides a foundation for adequate processing in later steps. The results of the current study provide novel information about how cognitive processes contribute to the development of SIP.

Automated summary

The study examines the relationship between executive function (EF) and the four steps of the social information processing (SIP) model, finding that working memory and age are related to multiple steps while cognitive flexibility is only related to response evaluation. The individual contributions of EF and age differ for each step, and early SIP steps also have an impact on later steps.