SOCIAL INFORMATION PROCESSING THEORY

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Social Information Processing Theory

Social Information Processing Theory

Rationale for the Theory

Researchers have done a lot of attempts to formalize a theory that explains the nature of online interactions. While earlier theories have focused more on the negative aspects, often portraying the online communication such as the loss of personality, more recent theories are more optimistic, describing the interaction of participants in the network, as capable of producing experiences and build relationships with other actors, whom they meet in the network. One of these theories is the theory of social information processing (SDI). The theory of the SDI as a frequent "Cues Filtered In", states that disregard the lack of nonverbal communication, is characteristic of online interactions. People formulate methods for letting (O? Get?), and interpretation of personal information. Instead, people seek out and interpret the symbols that substitute for the non-verbal communication, such as "smile" and a time stamp. Of the various studies conducted directly with people in person that they are by their nature, to interactions with other people pushing the desire "to reduce interpersonal uncertainty, form impressions and develop similarity. It is also evident in the online interactions. Therefore, the theory of SDI treats people as being capable of adapting to the changing techniques and explaining the impression of others. The theory also applies in other settings apart from online communication. As a result, the purpose of choosing this theory is to investigate what different authors say about this theory, with reference to various environments.

Sutton, J., & Smith, P. (1999), “Bullying and 'Theory of Mind': A Critique of the 'Social Skills Deficit' View of Anti-Social Behaviour”, Blackwell.

There is a growing concern about the need to intervene to improve coexistence. From this perspective, one of the aspects is to consider situations of abuse among students, which occur in schools. The bullying phenomenon is usually a little known despite its milder forms are relatively common in every class groups. The author emphasizes the social nature of emotions and consequences of emotional states in social relations. In addition, the author acknowledges that it is essential to know the role of cognitions and emotions of the students, who have involvement in abusive situations. This is due to adjustment in intervention and a better chance of success. In this paper, the author approached the cognitions and emotions processes prevailing in bullying, both from the point of view of the main actors (perpetrator and victim) and the different types of aggression (physical, verbal and relational). Studies indicated that (1) aggression can be physical, verbal or relational, (2) there can be an abuse of power in a relationship that would have to be symmetric, (3) there is an absence of provocation by the victim and (4) and repeated incidents along a period.

The author adds that the perpetrator has an intentional behaviour. Such violence among children and adolescents is often poorly understood and even ignored by adults. Sometimes, less intense (some insults, nicknames, or exclusion from games or work activities) have a ...