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Ostracism in childhood and adolescence: Emotional, cognitive, and behavioral effects of social exclusion

机译：儿童和青少年的排斥：社交排斥的情感，认知和行为影响

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Drawing on theories of development, motivation, and personality we examined children's and adolescents' emotional and cognitive perception of, and explained their behavioral reactions to, ostracism in two experimental studies. In Study one, 93 fourth- and eighth-graders (49 girls) were either socially included or excluded within a virtual ball-tossing game (cyberball). Results demonstrated that ostracism causes negative emotions and a selective memory for social events, similarly for children and adolescents, which verifies the usefulness of cyberball beyond self-reports. In Study two, 97 fourth- to ninth-graders (43 girls) behaviorally reacted to the previously induced ostracism episode within a modified paradigm (cyberball-R). Multinomial logistic regression demonstrated that psychosocial differences between participants displaying prosocial, avoidant, and antisocial reactions followed the expected pattern, which provides initial evidence concerning moderators that prevent children and adolescents from receiving further aggression.
机译：根据发展，动机和人格的理论，我们通过两项实验研究了儿童和青少年对排斥的情感和认知知觉，并解释了他们对排斥的行为反应。在一项研究中，有93名四年级和八年级学生（49名女孩）在社交上被纳入或排除在虚拟的抛球游戏（网络足球）中。结果表明，排斥会引起社交活动的负面情绪和选择性记忆，儿童和青少年也是如此，这证明了网络球的作用超出了自我报告。在研究二中，有97名4至9年级学生（43个女孩）在修改后的范例（cyberball-R）内对先前诱发的排斥现象起了反应。多项式Lo​​gistic回归表明，表现出亲社会，回避和反社会反应的参与者之间的社会心理差异遵循预期的模式，这提供了有关防止儿童和青少年受到进一步侵害的主持人的初步证据。

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