Social information processing patterns, social skills, and school readiness in preschool children

Research output: Contribution to journalArticlepeer-review


The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness were obtained via child assessment (early literacy skills) and teacher report (approaches to learning). Findings provided support for our hypothesis that both social information processing and social competence are related to school readiness. Social competence also partially mediated the link between social information processing and school readiness, thereby supporting our hypothesis about an indirect path in which mental processes are translated into social skills and then translated into school readiness.

Original languageEnglish
Pages (from-to)306-320
Number of pages15
JournalJournal of Experimental Child Psychology
Issue number2
StatePublished - Feb 2013

Bibliographical note

Funding Information:
This study was supported by Grant RO3HD051599 from the National Institute of Child Health and Development (NICHD) . The author thanks the children and families for their participation, the preschool teachers for their cooperation, and all staff members who took part in this study.

Publisher Copyright:
© 2012 Elsevier Inc.


  • Approaches to learning
  • Literacy skills
  • Preschool
  • School readiness
  • Social competence
  • Social information processing

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology


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