The development of Social information processing (SIP) theory took place in the year 1992 as one of the theories used in media studies as well as interpersonal communication. Kelsey (2012) established that Social information processing theory focuses of providing framework for descriptions and explanations of online interpersonal ways of communication that lack nonverbal cues. Further, this theory has often been adapted to present an elaborate explanation regarding the management of communication relationships in environment that are mediated and facilitated using computers. Previous reviewed studies have been able to demonstrate the existence of a strong relationship between various mechanisms of information processing such as the generation of response and victimization. Researchers have often placed their focus on a single component of the model described by the Social information processing (SIP) theory without necessarily getting concerned about the establishment of behavior of multiple mechanisms through a multivariate form of analysis. The findings by Maher, Zins, and Elias (2016) demonstrated that associations involving Social information processing mechanisms have several variations depending on the severity and type of variation. There is need for researchers to carry out more studies that will in the determination of the ability and suitability of intervention programs for victimization considering that such programs have the capacity of address Social information processing.
The views held by Braithwaite and Schrodt (2014) indicate that the theory of social information processing often depict qualities and rational dimensions of interpersonal dimensions that are similar to those of face-to-face interaction of communication. The development of models that function within the frameworks described by the theory of social information processing have always had a tendency of explaining social adjustments as well as the extent to which social standards can be achieved in the society. This theory has made significant contributions towards previous research meant to improve the description and understanding of behavioral responses displayed by people who find themselves entangled in a social situation cue. Previously, the SIP theory has managed to provide frameworks and models for investigating learning and teaching through online and computerized platforms as well as in examining the various ways through instructors and teachers develop effective social relationships with their students. The outcomes of such research studies have increasingly become relevant owing to the growing focus on online learning and ways of interaction among individuals. Moreover, online academic programs have increasingly become popular and progressive due to the enhancement of social information mechanisms of communications through online and computer platforms.
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According to the views held by Hippler, Schwarz, and Sudman (2011), SIP theory goes beyond the description of the relational models used in human interaction and social influence to include ways of trying to interpret the implications of various communication activities. Additionally, the SIP theory recognizes that media richness and social presences in supporting the carrying of multiple cues plays a considerable role in influencing the manner in which individuals perceive the media. In turn, such perceptions find themselves incorporated in various social and cultural dynamics. The richness experienced in different forms of media, social presence and the appropriateness of the media usually place much emphasis communication attributes whose contexts are open to manipulation and influences through individual variations and influences. Ideally, the SIP framework acknowledges that relationships involving individuals are capable of forming online social environments if the individuals have adequate opportunity and time for interaction. The nature and extent of transformation that is possible through SIP mechanisms in communication are dependent on their success in fostering communication among individuals via communicative tendencies that are valued through various social cultures. Thus, the processing of social information is able to assist in developing cohesion between virtual individuals as well as accentuating the existence of cross-communication within social groups.
References
Braithwaite, D. O., & Schrodt, P. (2014). Engaging theories in interpersonal communication:
Multiple perspectives . Thousand Oaks: SAGE Publications
Hippler, H.-J., Schwarz, N., & Sudman, S. (2011). Social Information Processing and Survey
Methodology . New York, NY: Springer New York.
Kelsey, S. (2012). Computer-mediated communication across cultures: International
interactions in online environments . Hershey, PA: Information Science Reference.
Maher, C. A., Zins, J., & Elias, M. (2016). Bullying, Victimization, and Peer Harassment: A
Handbook of Prevention and Intervention. Routledge
