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Socialization

Socialization is the process by which individuals acquire the knolwedge, skills, and character traits that enable them to participate effectively in social life.
It involves the internalization of societal norms, values, and expectations, and the development of a sense of self within a social context.
Socialization occurs throughout the lifespan, starting in early childhood, and is influenced by various agents such as family, peers, schools, media, and culture.
The process of socialization helps individuals learn how to navigate social interactions, understand social roles and responsibilities, and develop the ability to function within a broader social structure.
By cultivating social skills and a sense of social identity, socialization is essential for personal growth, community engagement, and the overall functioning of society.

Most cited protocols related to «Socialization»

A systematic search of English-language literature using MEDLINE, CINAHL, EMBASE, Cochrane, LLBA (Linguistics and Language Behaviour Abstract), Web of Science, Scopus and PsychINFO (January 1980 to May 2015) was performed along with a manual search of the cited references of the selected articles and the search cited features of PubMed. Appendix 1 lists the search strategy performed on MEDLINE as an example of the literature search performed in each database. The search was limited to comparative analyses between individuals who had a TBI and non-injured individuals (control). This study was not registered with PROSPERO.
The review includes studies assessing prosodic processing outcomes after the following procedures: traumatic brain injury, subdural hematomas, cerebral aneurysms, craniotomy (for glioma and meningioma), craniotomy for subdural hematoma, burr hole(s) for subdural hematoma, cerebral aneurysm repair by craniotomy and endovascular technique, ventriculoperitoneal shunt insertion and revision, endoscopic third ventriculostomy, surgical treatment of epilepsy, temporal lobectomy, amygdalohippocampectomy, hemispherectomy, callosotomy and other procedure for seizures, or other neurosurgical cranial procedures for brain tumors, and epilepsy.
Articles that discussed the following outcomes: communication disorders, prosodic impairments, aphasia, and recognition of various aspects of prosody, were included and were examined for assessments and reports of prosodic processing impairments. Methods of summary included study characteristics, sample characteristics, demographics, auditory processing task, age at injury, brain localization of the injury, time elapsed since TBI, reports between TBI and mental health, socialization and employment difficulties in studies assessing TBI and auditory processing evaluations. There were no limitations to the population size, age or gender.
We collected the electronic records in an Endnote data file. Titles and abstracts of the electronic search results were screened by one of the authors (WL) to identify the relevant studies. One of the authors (WL) and an undergraduate student (SW) independently evaluated the quality of the articles in the search and extracted data using data abstraction forms. The STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) criteria for quality assessment were applied to evaluate each article on study quality and external and internal validity [31 (link)]. Agreement between the two raters was very high (Cohen’s kappa = .89, P < 0.001). Results are reported according to the PRISMA guidelines [32 (link)].
Information was extracted primarily from the “Results”, “Discussion” and “Methods” sections with some input from the “Background” section. Information that was extracted included study characteristics, participant characteristics, localization and mechanisms of brain injury, severity of TBI, time-elapsed since injury, methods and results pertaining to prosodic processing post-TBI, author’s interpretation of results and conclusions. Internal validity was evaluated by examining the study design (blinding, statistical tests, reliability, participant recruitment, validity and biases) and external validity was based on whether or not the sample was representative of the entire population. Please note that the localization of brain injuries was reported based on the damage to the brain, not of the skull and surrounding protective tissues. However, localization was reported if damage to the surrounding tissue damaged the brain.
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Publication 2017
Aphasia Auditory Perception Brain Brain Injuries Brain Neoplasms Cerebral Aneurysm Communicative Disorders Craniotomy Cranium Endoscopic Third Ventriculostomy Endovascular Procedures Epilepsy Gender Glioma Hematoma, Subdural Hemispherectomy Injuries Meningioma Mental Health Neurosurgical Procedures Operative Surgical Procedures prisma Process Assessment, Health Care Seizures Socialization Student Tissues Trephining Ventriculoperitoneal Shunts
An abridged 80-item version of the Children’s Behavior Questionnaire (CBQ; Rothbart, Ahadi & Hershey, 1994 ) was completed before the home visit by the mother. The CBQ requires parents to judge their children’s reactions to a variety of situations over the last six months (e.g., “Can lower his/her voice when asked to do so”) and is appropriate for children from 3 to 7 years of age (Rothbart, Ahadi, Hershey & Fisher, 2001 (link)). Each item is rated on a 1–7 scale with 1 indicating the reaction is “extremely untrue” of the child and 7 indicating that the reaction is “extremely true.” CBQ scores have shown high internal consistency, parental agreement and convergent validity with socialization-relevant traits (Rothbart et al., 2001 (link)) and have been used in numerous studies with a wide range of empirical correlates. At the time the CBQ was completed, the mothers had no knowledge of how their children would behave during the Lab-TAB assessment. The eight CBQ scales that we used were selected for overlap with temperament dimensions assessed in the Lab-TAB, and each CBQ scale had 10 items. Estimates of internal consistency for each CBQ scale were as follows: Anger (α = .78), Fear (α = .73), Shyness (α = .92), Sadness (α = .63), Approach (α = .74), Activity Level (α = .73), Attentional Focusing (α = .78), and Inhibitory Control (α = .82).
Publication 2010
Anger Child Fear Mothers Parent Psychological Inhibition Sadness Socialization Temperament
Wechsler Intelligence Scale for Children, Third Edition (WISC-III; [20 ]) The WISC-III is a standardized test of intellectual aptitude for children between ages 6 and 16 years, 11 months. It is an individually administered clinical instrument with 13 subtests (all but the optional Mazes subtest were used in the study), each of which assesses either Verbal or Performance (perceptual-motor) abilities. A description of abilities addressed by each subtest is shown in Table 1. Each subtest generates a raw score, which then yields a standardized score based on normative data, and these standardized scores are combined and translated into overall Verbal IQ (VIQ), Performance IQ (PIQ) and Full Scale (FSIQ) scores. The WISC-III standardization sample included 2200 individuals, including 200 children in each of 11 age groups between ages 6 and 16 years. The groups were stratified by sex, race/ethnicity, geographic region, and parent education based on the 1988 U.S. Bureau of the Census. In the standardization sample, 7% were classified as learning disabled, speech/language impaired, emotionally disturbed or physically impaired. Published materials do not include information on any children with ID in the sample.

WISC-III subtests and abilities measured

SubtestAbilities
Verbal
 InformationRange of knowledge, long term memory
 SimilaritiesAbstract reasoning, concept formation
 ArithmeticNumerical reasoning and computation
 VocabularyWord knowledge
 ComprehensionPractical knowledge, social judgment
 Digit SpanAuditory short-term memory
Performance
 Picture CompletionVisual perception, attention to detail
 CodingVisual–motor information processing
 Picture ArrangementNonverbal reasoning and sequencing
 Block DesignSpatial visualization and reasoning
 Object AssemblyVisual perception and organization
 Symbol SearchScanning, matching, attention to detail
Vineland Adaptive Behavior Scales (VABS; [2 ]) The VABS is a widely used tool for assessing an individual’s ability to care for one’s self personally and socially. The VABS was designed to be administered as a semi-structured informant interview for assessing strengths and weaknesses of individuals from birth through 18 years 11 months or low-functioning adults. Part of the utility of this measure is the ability to gain accurate reporting from a responder who is familiar with a person’s behavior. The interview lasts between approximately 60 min and contains 297 items. Adaptive behavior is measured in four to five domains: Communication (receptive, expressive and written), Daily Living Skills (personal, domestic, and community), Socialization (interpersonal relationships, play and leisure time, and coping skills), and Motor Skills (gross motor and fine motor; completed only for the youngest children). An Adaptive Behavior Composite (ABC) is yielded by combining scores on each of the four (or five) main domains. Standardization samples of handicapped and non-handicapped individuals provided normative data for the VABS and included 3,000 individuals between birth and 18 years 11 months, stratified by sex, race or ethnic group, community size, geographical region, and parents’ education level.
Fragile X diagnosis and FMRP analysis Southern blot analyses were performed according to procedures described by Taylor and colleagues [21 (link)]. FMRP expression from peripheral blood was determined by immunocytochemistry as the percent of FMRP-positive lymphocytes [22 (link)–24 (link)].
Publication 2008
Adult Age Groups Aptitude Tests Attention BLOOD Cardiac Arrest Child Childbirth Concept Formation Debility Diagnosis Ethnicity Fingers Fragile X Mental Retardation Protein Immunocytochemistry Lymphocyte MAZE protocol Memory, Long-Term Motor Skills Only Child Parent Socialization Social Perception Southern Blotting Speech VAB protocol
The Parental Socialization Scale ESPA29 [19 ] is a self-report instrument, designed to examine parenting styles via children’s and adolescents’ responses, aged 10 to 18 years. This instrument measures distinct parenting practices in the context of day-to-day family life. These specific parenting practices are measured as responses to 29 situational contexts which are common occurrences between adolescents and their parents. Within the 29 situations, there are 13 which give the context of obedience in which the family norm is followed (e.g., “If I bring home my report card with good grades”) and 16 which portray a context of disobedience in which the family norm is contravened (e.g., “If they find out that I have lied”). The parenting practices of warmth (“He/she shows affection”) and indifference (“He/she seems indifferent) are measured in response to the 13 contexts of obedience while the parenting practices of reasoning (“He/she talks to me”), detachment (It’s the same to him/her”), verbal scolding (“He/she scolds me”), physical punishment (“He/she hits me”), and revoking privileges (“He/she takes something away from me”) are measured in response to the 16 contexts of disobedience. The adolescent respondent uses a 4-point scale to indicate the frequency in which their mother and father make use of the seven specified parenting practices, with 1 meaning “never”, 2 “sometimes”, 3 “most times”, and 4 “always”.
To calculate the score of the acceptance/involvement dimension, the scores of the detachment and indifference subscales are first inverted given their negative relation to the dimension. Then, the scores of warmth, reasoning, indifference, and detachment subscales can be averaged to produce the aggregate score for the dimension. Similarly, the strictness/imposition dimension score is also comprised of an average of the revoking privileges, verbal scolding, and physical punishment subscales. No inversion is necessary in this case as all three subscales relate positively to the dimension. The aggregate dimension scores for each sample across country, sex, and age group can be found in Table 1.
The instrument needed to be translated from Spanish into Portuguese in order to carry out this study. We first obtained permission from the scale’s authors to do so and then selected three bilingual (Spanish- and Portuguese-speaking) colleagues to perform the Spanish to Portuguese translation. The bilingual team verified equivalence in grammar, clarity, and content item by item. Once that was completed, a back-translation was performed by an additional bilingual researcher independent from the present study. Finally, the scale’s authors reviewed the back-translated Portuguese to Spanish version for final verification and approval [41 (link),60 (link)].
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Publication 2019
Adolescent Age Groups Apathy Child Hispanic or Latino Inversion, Chromosome Life Experiences Mothers Parent Physical Examination Socialization Speech
Infant rhesus macaques (Macaca mulatta) participated in the neonatal imitation assessment between 1–8 days of age and in a gaze following assessment at approximately 7 months of age (M = 234 days, SD = 15). Subjects included singly housed surrogate-reared, low-socialization infants (n = 61; 28 females), and peer-reared, high-socialization infants (n = 58, 23 females). On the day of birth, infants were separated from their mothers and raised in a primate nursery. Infants were raised identically for the first five weeks. Once the youngest infant reached 37 days of age, infants were placed into groups. High-socialization infants were raised in groups of three to five peers. Low-socialization infants were individually housed, assigned to playgroups composed of three to four peers housed together two hours a day, five days a week. See Supplemental Materials for details.
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Publication 2016
Birth Females Infant Macaca mulatta Mothers Neonatal Screening Peer Group Primates Socialization

Most recents protocols related to «Socialization»

The attention control waitlist condition involves a comparable amount of phone contact to the intervention condition, with roughly 20 minutes of companionship calls per week. However, in the attention control, participants will not be exposed to CBT-related content. The purpose of companionship calls is to provide socialization and contact with supportive individuals without introducing structured therapeutic content.
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Publication 2023
Attention Socialization Therapeutics
Forty healthy, adult dogs, twenty-two males and eighteen females of three breeds (17 Labrador Retrievers, 8 Beagles, and 15 Norfolk Terriers), with a mean age of 4.1 years (ranging from 1.2 to 9.4 years) participated in the study. All dogs were housed in pairs within kennels at the Waltham Petcare Science Institute (Leicestershire, UK) with free access to indoor and outdoor environments. Dogs were provided with comprehensive training and socialization programs, adjusted to the needs of the individual dogs as per the Institute's pet keeping requirements. Prior to the study, dogs were habituated to the testing environments and associated equipment and underwent appropriate training to facilitate sample collections (e.g., blood samples). Dogs were weighed to establish an accurate dose of CBD relative to individual bodyweight. The targeted oral dose for each dog was 4 mg/kg bodyweight with an acceptable range of 3.38–4.44 mg/kg bodyweight (40 (link)). This study was approved by the Waltham Animal Welfare and Ethical Review Body (80265) and conducted under the authority of the Animals (Scientific Procedures) Act 1986.
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Publication 2023
Adult Animals BLOOD Body Weight Breeding Ethical Review Females Human Body Males Socialization Specimen Collection
The English or Spanish version of the caregiver interview form of the Vineland Adaptive Behavior Scales, Second Edition (Vineland II; Sparrow et al., 2005 ) was administered to measure child adaptive functioning skills. The Vineland II is a standardized test of adaptive functioning for individuals from birth to age 90 years. This parent report measure yields an adaptive behavior composite score and domain scores for communication, daily living, socialization, and motor development and has good test-retest reliability (.88-.92).
Publication 2023
Acclimatization Child Childbirth Hispanic or Latino Parent Passeridae Socialization

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Publication 2023
Preceptorship Socialization

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Publication 2023
Acquaintances Aged Cognition COVID 19 Feelings Friend Interviewers Pressure Reading Frames Socialization Thinking

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More about "Socialization"

Socialization is the fundamental process by which individuals acquire the essential knowledge, skills, and character traits needed to participate effectively in social life.
This involves the internalization of societal norms, values, and expectations, as well as the development of a sense of self within a social context.
The socialization process occurs throughout an individual's lifespan, starting in early childhood and continuing into adulthood.
Key agents of socialization include family, peers, schools, media, and culture.
By cultivating social skills and a sense of social identity, socialization equips individuals with the ability to navigate social interactions, understand social roles and responsibilities, and function within broader social structures.
This process is crucial for personal growth, community engagement, and the overall functioning of society.
Researchers in the fields of sociology, psychology, and anthropology have extensively studied the socialization process, utilizing various statistical analysis tools such as SAS version 9.4, Stata 15, SPSS version 28, and SPSS 24.0.
Studies on socialization have also involved the use of animal models, such as C57BL/6J mice, to better understand the underlying biological and neurological mechanisms.
The SPSS Statistics for Windows, Version 25.0 and Stata 13 software packages are commonly used to analyze data related to socialization and its impact on human behavior and development.
Additionally, pharmacological interventions like Pentamidine and Thionembutal have been explored for their potential to influence social cognition and behavior in both human and animal subjects.
Ultimately, the socialization process is a complex and multifaceted phenomenon that shapes the way individuals interact with and navigate their social environments.
By understanding the nuances of socialization, researchers and practitioners can develop more effective strategies to promote healthy social development and foster stronger, more cohesive communities.