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Long-Term Predictive Validity of Children's Social-Cognitive Assessments

Lawrence A. Kurdek
Merrill-Palmer Quarterly
Vol. 28, No. 4 (October 1982), pp. 511-521
Stable URL: http://www.jstor.org/stable/23086159
Page Count: 11
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Long-Term Predictive Validity of Children's Social-Cognitive Assessments
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Abstract

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.

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