摘要:

AbstractIn this study involving 55 fourth and fifth grade boys, children's concerns in their peer interactions, their social interaction strategies, and the relationship between their concerns and strategies were examined. Compared to peer accepted boys, submissive rejected boys cared less about sustaining interactions with peers and aggressive rejected boys cared less about peers' feelings. Aggressive rejected boys, and rejected boys who were neither highly aggressive nor highly submissive, also suggested more aversive strategies for handling conflictual interpersonal situations than did accepted boys. Of particular interest is that this was true even when their concerns in those situations were similar to those of accepted boys. The implications of these findings for children's social competence are discussed.

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1993.tb00010.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractThe present study examined children's perceptions of other children's ability to make moral judgements. Preschool, kindergarten, first‐ and second‐grade children rated the permissibility of moral transgressions for a same‐age peer, a younger child and an older child. Children also were asked why the transgressions were wrong. Preschool and kindergarten children rated transgressions equally wrong for a same‐age peer, a younger and an older child, whereas first and second graders rated transgressions for a same‐age peer and an older child as more wrong than for a younger child. Preschoolers stated they did not know why the transgressions were wrong for a younger child, while kindergarten children reasoned that a younger child did not know the rules. First and second graders reasoned that a same‐age peer and an older child should know ‘better’, but a younger child would not know ‘better’. Results suggest that children's perceptions of others' moral knowledge is related to children's ability to coordinate domains of social knowledge when making judgements of others' m

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1993.tb00011.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractThe present studies examined children's and adults' preferences for gender‐ or age‐based categorization using similarity and inductive inference tasks. Four‐year‐olds, 6‐year‐olds, and adults looked at pictures of people and decided which of two was more like a target (similarity condition) or which shared a novel age‐ or gender‐related property with the target (inference condition). Age or gender‐based matches were possible. The results are consistent with previous findings that gender‐based classification decreases with age. However, they also demonstrate that children use gender more for judging similarity than for making inferences about novel properties. Distinct patterns emerge from the two tasks: 6‐year‐olds and adults in both conditions categorize more by age than gender; 4‐year‐olds categorize by gender more than age in the similarity task, but by age more in the induction task. Only adults differentiated by property in the inference condition. These findings suggest that the salience of gender categories cannot entirely be attributed to their inductive potential. Gender has a salience beyond what would be predicted by its power for dire

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1993.tb00006.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractChildren, aged 4 to 5 years, were recorded in everyday classroom interaction at the beginning and the end of their first year at school. Their use of language in pretend play was analyzed from transcriptions of the video record. Although girls directed a greater proportion of their speech to controlling others, there were no consistent differences between girls and boys in the use of directives or instructions to pretend. On their entry to school these children displayed few distinct gender‐related patterns in their spontaneous speec

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1993.tb00007.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractConflict situations were studied as indicators of children's socio‐cognitive knowledge and the transmission of values in relation to negotiation. Concepts and paradigms from studies of requests were combined with those from studies of refusals. Puppets were used to create situations that varied (a) as to whether the child makes a request and encounters opposition (requests) or receives a request and offers opposition (refusals), (b) whether the adult offers or does not offer a reason. Children aged 3–5 years (Sample 1, N = 24; Sample 2, N = 24) were encouraged to make a series of attempts at resolving the conflict. Their responses were scored for the level of politeness or strategic skill shown. Request situations elicited higher levels of politeness and strategic skill than did refusal situations. In contrast to disputes in which the other party did not use reasons, the use of a reason by the other party elicited higher level strategies and, when the children were refusing, greater politeness. Some children were able to improve on their first attempt. The improvement was most marked when children were requesting and the adult gave a rea

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1993.tb00008.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractIn an infant‐controlled experiment, 38 babies aged 9–10 months, while accompanied by their mothers, were confronted with a novel inanimate object and an unfamiliar person. Among them, 17 who approached both the toy and the stranger were labeled ‘bold,’ while 17 others approached the toy but not the stranger, and were classified as ‘shy.’ A comparison of the familiarization strategies displayed by these two groups in the stranger situation was performed. It showed (1) that no fear nor any clear‐cut sign of negative affect towards the stranger appeared in either group; (2) that the same process of maintaining a distance between themselves and the stranger was apparent in all infants, bold as well as shy; and (3) that a main difference between the two groups was the pace at which they performed the same kind of distal familiarization. A reinterpretation of the function of distance‐maintaining in infant reaction to strangers is proposed, whereby it is seen as a positive and appropriate social behavior, rooted in the conception of persons that infants of that age are beli

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1993.tb00009.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY