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Long-Term Predictive Validity of Children's Social-Cognitive Assessments
Lawrence A. Kurdek
Vol. 28, No. 4 (October 1982), pp. 511-521
Published by: Wayne State University Press
Stable URL: http://www.jstor.org/stable/23086159
Page Count: 11
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The purpose of the study was to explore the relation between fifth- through eighth-grade children's 1980 social competence (interpersonal understanding, peer acceptance, and parent-rated problems concerning social skills) and their 1976 performance on tasks of social cognition (cognitive perspective taking, peer description, and causal attribution). Significant relations were obtained between the 1976 peer description and causal attribution scores and the 1980 parent ratings of social skills problems. Results provide some support for the use of social-cognitive assessments as screening devices for children's later interpersonal difficulties.
Merrill-Palmer Quarterly © 1982 Wayne State University Press