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Application of child development

The reason why some children develop aggressive behavior can be traced back to how these particular children deal with different social cues. Some children participate in something known as social withdrawal meaning that they avoid involvement or are not involved in social or group activities. This is due to either rejection-aggression or rejection-withdrawal. In rejection-aggression, the child is rejected from a peer group due to their aggressive behavior. Rejection-withdrawal is when the child rejects the peer group and separates themselves from them.    

Studies performed by Christina M. Rodriguez, Paul J. Silvia, and Regan E. Gaskin show how it is possible to use the Social Information Processing Theory model as an effective way to determine different types of relationships that can lead to Parent-Child Aggression Risks. The root cause of negative reactions creating these risks stem from schemas that are predetermined in the minds of parents when dealing with the behavior of their children. As mentioned in the preceding paragraphs, the behavior of children is associated with how they will respond in a certain situation when presented with the opportunity. Evidence from the research pulled by Rodriguez and her colleagues provide a few instances in which the Parent-Child Aggression risk is dangerous. With that being said the situation goes even further into detail. The use of empathy lead to both good and bad expectations, with high empathy representing happy outcomes in child behavior and low empathy performing strictly on the opposite end.

               Kenneth A. Dodge and Nicki R. Crick from Vanderbilt University did a research on the social information bases of aggressive behavior in children. In their study, the ways that basic theories and findings in cognitive and social psychology (including attribution, decision-making, and information-processing theories) have been applied to the study of aggressive behavior problems in children are described. Following an overview of each of these theories, a social information-processing model of children's aggressive behavior is outlined. According to this model, a child's behavioral response to a problematic social stimulus is a function of five: steps of processing: encoding of social cues, interpretation of social cues, response search, response evaluation, and enactment. Skillful processing at each step is hypothesized to lead to competent performance within a situation, whereas biased or deficient processing is hypothesized to lead to deviant social behavior. Empirical studies are described in which children's patterns of processing have been found to predict individual differences in their aggressive behavior. The implications of this body of work for empirically based interventions aimed at reducing children's aggressive behavior are discussed.

Further Research conducted in the form of a particular study conducted by Elizabeth Santone, Laura M. Crothers, Jered B. Kolbert, and Joseph Miravelle explain the process of applying the Social Information Processing Theory model to children and how they use to interact and respond to different social situations. In the first study presented, the theory is elaborated upon by these researchers and the research actually performed by Kenneth A. Dodge and Nicki R. Crick does not account for the emotional sense due to the reactional and proactive types of aggression in which a child may deem appropriate to utilize in response to a particular situation. Schools may be able to find a solution and provide a positive boost in a child’s continual development through school programs and the use of Cognitive Behavioral Theory. This theory is effective in helping to diminish the aggression of youth because of it grows the social information processing skills of a child, therefore positively influencing how they use their aggression.

Social information processing theory, also known as SIP, is an interpersonal communication theory and media studies theory developed in 1992 by Joseph Walther. Social information processing theory explains online interpersonal communication without nonverbal cues and how people develop and manage relationships in a computer-mediated environment. Walther argued that online interpersonal relationships may demonstrate the same or even greater relational dimensions and qualities (intimacy) as traditional FtF relationships.  Expanding on the concept of Social Information Processing Theory, one must understand that there are advantages that come with the use of SIP through computer mediated communication such as the clever use of language due to the fact that this communication is strictly in reference to various online formats. Although the SIP theory may seem to be very limited due to technological limits, although the process of both synchronous and asynchronous communication aid in increasing the effectiveness of computer-mediated communication.

However, due to the limited channel and information, it may take longer to achieve than FtF relationships. 

Social Information Processing Theory: Cues Filtered Out Theories

Unlike some theories that are rooted in other theoretical perspectives from various fields of study (e.g., Communication Accommodation Theory), SIP was conceptualized, in part, by addressing the shortcomings of other theories that addressed communication mediums. These theories are termed cues filtered-out theories.[citation needed] Cues filtered-out theories refer to theories that address the lack of nonverbal cues as being detrimental to online relationship development. While it is important to discuss the concept of the cues filtered-out theories, we must go into further detail in order to properly educate on the different concepts of this topic. Another important theory, the Cues filtered-in theory is very similar to the Cues-filtered out theory to a certain degree. As another half that accompanies the cues filtered-out theory, this theory distinctly expresses the impressionable and relationship-forming aspects of the SIP, that are still very foundational to its understanding. However, a couple of new resources become available for use through a Computer Mediated Communication setting that simply isn’t available in FtF environments-Internet bandwidth connection and a delayed asynchronous response that just is not instantaneous. In a face-to-face environment with other individuals, one is offered and presented with the luxury of instant feedback, instant relationship and instant flow of communication as the conversation naturally flows between sender and receiver. With an asynchronous communication, there is a delay as one electronic device sends a communicated message through Wi-Fi or cellular data connection that is constrained by a bandwidth frequency, while the receiver then gets the message and then has to correctly interpret that message in order to understand and provide a response accordingly. Walther's research critiqued past methodological and conceptual problems with theoretical thinking. He subsequently worked toward establishing an interpersonal communication theory that more accurately reflected the intersection among communication, online environments, the self and relationships. Two of those theoretical perspective that influenced Walther's theory are social presence theory (SPT) and media richness theory (MRT). Walther believes that both SPS and MRT suffer from a limited understanding of relational life online. He argues that if interactants communicate enough times and with sufficient breadth and depth, nonverbal communication does not remain paramount in relationship development.

Social Information Processing Theory: Application in online education

Yonty Friesem discusses the use of SIP within the book 'Emotions, Technology and Behaviors', and more specifically in the chapter titled 'Empathy for the Digital Age: Using Video Production to Enhance Social, Emotional, and Cognitive Skills'. Throughout this chapter, Yonty discusses using filmmaking to assist in learning and teaching in an academic setting. He talks about the richness of the digital media that is present within SIP and how the medium that is used can help people to demonstrate their emotions, which can be amplified through the use of video production as it provides a completely different perspective and format. 

Furthermore, learning in an online academic environment is a task that presents challenges of its own, but computers and technology aid in the adaptation of learning that occurs online. In a normal academic setting that is fit for the education of students by an instructor, the classroom provides a space for immediate interaction to occur between the individual in charge of instructing the course and the students themselves, or between fellow classmates. That interaction although very beneficial, provides only a limited understanding as it does not consider these same interactions and communication forms can also be made online through the advantage of online courses. There is a feeling of immediacy that takes place when a group of students are able to interact together and are able to receive instant excitement in cooperation. The sense of encouragement and immediacy in an online academic setting allows for students and instructors to feel just as connected in relation as if it is happening in the classroom-coined as e-mmediacy. This references an electronic bond that connects students in the same class socially as well as emotionally, while simultaneously being able to learn and be educated through the use of technology

Social Information Processing Theory: New Technologies Section

The label 'social media' has been attached to a quickly growing number of Web sites whose content is primarily user-driven. These communities are large-scale examples of SIP. Navigating the 'social' world of information online is largely a product of interpersonal connections online, and has prompted the creation of aggregating, or collaborative sources, to help assist collective groups of people sort through information. Learning about others through the concept of "seamless sharing" opens another word for SIP. Some computer tools that facilitate this process are:

·        Authoring tools: e.g. blogs

·        Collaboration tools: e.g. Wikipedia

·        Social networking: Facebook; Twitter; Instagram; SnapChat

·        Collaborative filtering: Reddit; the Amazon Products Recommendation System; Yahoo Answer!

With the expanding virtual world that is social media in today’s current technological age, it is hard to forget about the  powerful influence of the small digital image that is used on smart phone and various social media platforms known as an emoji. Various symbols combined together when typed from the computer keyboard use computer mediated communication and effect the SIP theory because of the meaning as well as the mood that is associated and tied to these digital tools. These effects include altering the difference between a positive and negative mood between two individuals involved in an online relationship, and even acting as its own form of communication. Emojis as widely used through technology as it has become, only further advance the constant new technologies that are developed to aid in both communication and online interaction. The process of learning from and connecting with others has not changed, but is instead manifested on the Internet. There are many different opinions regarding the value of social media interactions. These resources allow for people to connect and develop relationships using methods alternative to the traditional FtF-exclusive past, thus, making CMC more prevalent amongst social media users.

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[5] Slagter van Tryon, P., & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291–315. https://doi.org/10.1080/01587910903236312

[6] Daniel, T. A., & Camp, A. L. (2020). Emojis affect processing fluency on social media. Psychology of Popular Media, 9(2), 208–213. https://doi.org/10.1037/ppm0000219