Stability and transition change in social interference: A field study

Abstract

This paper deals with the analysis of behavioral transitions occurring in school settings. One class of behavioral transition occurs in absence of manifest social events, while the second class is provoked by other's behavior and is named social interference transition. Ten elementary school children were observed in a field observational study during three consecutive years. Behavioral data were obtained by means of the "Observational and behavioral social interaction system" in two settings: classroom and playground. The effects of interference were evaluated through two predictors: behavioral preference and activity's time allocation before the interruption. Findings are discussed on the basis of a triple strategy for the study of behavioral transitions.