Prediction Of Social Behavior Research Articles

Theory of social identity and prediction of social behavior: Basic approaches

The article’s relevance is due to the importance of problems of social forecasting, in particular the prediction of social behavior. Classical and modern studies of social identity are analyzed. In the world, this theory is one of the basic for the analysis and prediction of group behavior; in Ukrainian psychological researches, the realization of social identity’s behavioral aspect is almost not represented. The purpose of the study is the analysis of theoretical and methodological approaches to the study of behavior through the prism of the theory of social identity in various fields of sociopsychological knowledge. The research methodology – analysis of articles and research papers carried out within the social identity theory to study the behavioral component of social identity. The analysis results showed that predicting social behavior is one of the critical areas of study within the social identity theory. Social identity theory’s heart of predicting social behavior can be divided into three essential components. Appeal to the individual as a carrier of identity and influence on the behavior of group members through such a carrier. Request to the crucial components of identity – the impact on behavior is possible both through the appeal to individual components of identity and social identity as a whole, as a unique combination of types of identity. Strengthening the value component and striving for positive identification is the driving force for maintaining and preserving the group’s identity. All these postulates have been confirmed by numerous applied studies and make it possible to consider them as a theoretical basis for developing methodological foundations for predicting social behavior. Prospects for further research are seen in a deeper analysis of the research results conducted within the theory of social identity, highlighting the basic patterns common to these studies and the integration of knowledge into Ukrainian socio-psychological scientific thought to develop methodological approaches to predicting social behavior

Social Values and Education: A Brief Comparative Approach from Schwartz to White’s and Hand’s Theories

This paper aims to present in brief the main researches about the prediction of social behavior through values and social axioms, to suggest their utilization in the field of philosophy and sociology of education and also to highlight the significant contribution of the educator in the moral edification of a person. Initially, it is being held a brief reference to Schwartz’s theory of values and social axioms in order to show the important role they play in social behavior. Then, Schwartz's study of intercultural values as well as their outcomes is outlined in detail. The ensuing report refers to researches which took place both intercultural and in Greece about social axioms and dimensions that have been found. It is being accomplished an approach about researches that have been made intercultural and aimed at predicting the social behavior with the help of values and social axioms. In parallel, there is a brief survey of Michael Hand’s theory about moral education and its criticism. By the literature review is being proved that there is a semantic correlation between values and social axioms, but there isn’t a significant combination of social behavior. From their roots, both values and social axioms seem to affect social behavior.

Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition.

Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits.

The role of genotype in the intergenerational transmission of experiences of childhood adversity

The prevalence of childhood abuse and maltreatment is estimated to lie at about 15% in the overall German population. Previous research suggested that about one third of all individuals who had experienced childhood adversity subsequently maltreated their own children or responded insensitively to their children's needs. Empirical studies imply that interindividual differences in the responsiveness to childhood adversity can partially be explained by gene-environment interactions. This article discusses the potential interplay of genes and environment in the context of transmitting maltreating behavior and (in)sensitive parenting against the background of current challenges in genetic research. Selected studies on gene × environment interactions are presented and relevant gene polymorphisms are identified. Overall, previous studies reported interactions between polymorphisms of the serotonergic, dopaminergic, oxytocin-related, and arginine vasopressin-related systems and childhood experiences of care and abuse in the prediction of social behaviors during mother-child interactions. The results indicate a differential susceptibility toward both negative and positive environments which is dependent on genetic characteristics. Future research should thus investigate the effects of children's presumed risk gene variants toward negative as well as positive parenting. This could contribute to a deeper understanding of the underlying mechanisms of the intergenerational transmission of abusive and beneficial parenting behavior and help to avoid false stigmatizations.

Fixed-point theorems and public prediction of social behavior

Fixed-point theorems and public prediction of social behavior

Verbal and Nonverbal Empathy and Prediction of Social Behavior of Young Children

32 preschool children were videotaped while being administered Feshbach's FASTE test. The intensity of the expression of emotion in the face and voice to the emotions of happiness, anger, sadness, and fear was rated. Measures of cooperation and aggression were also obtained for each child. Feshbach's measure was predictive of cooperation but not of aggression. Different patterns of correlations were evident for facial and vocal empathy, with facial empathy showing negative correlations with cooperation. The expression of empathic sensitivity and its role in social behavior are discussed.