Age and sex differences in dyadic and group interaction.

Benenson, Joyce F.; Apostoleris, Nicholas H.; Parnass, Jodi

doi:10.1037/0012-1649.33.3.538

Cited by 133 publications

(113 citation statements)

References 15 publications

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“…Studies assessing the frequency of dyadic interaction among young children typically find that boys interact in dyads as frequently, or more frequently, than do girls (Benenson, 1993;Benenson et al, 1997;Fabes et al, 2003;Martin & Fabes, 2001). Importantly, though, Benenson and colleagues also studied the duration of dyadic interactions with the same partner, and found a large effect indicating that girls' dyadic interactions were longer than those of boys among four and six year olds (Benenson et al, 1997). Although it is possible that girls begin to interact more frequently in dyads than boys at later developmental stages, studies have not examined the frequency and duration of dyadic interactions among older children or adolescents.…”

Section: Sex Differences In Peer Relationship Stylesmentioning

confidence: 99%

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Rose

Rudolph

2006

Psychological Bulletin

1,953

154

1,801

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Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This paper provides a critical review of sex differences in: several peerrelationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. Based on this review, a speculative peer-socialization model is presented that considers the implications of these sex differences for girls' and boys' emotional and behavioral development. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, we present recent research testing certain model components and propose approaches for testing understudied aspects of the model. Keywordspeer relationships; sex differences; emotional adjustment; behavioral adjustment From a very early age, significant differences are found in the peer relationships of girls and boys. What are the potential implications of this consistent pattern of sex differences for youth? The purpose of the present paper is to review, synthesize, and critique existing research concerning the presence of sex differences in several key aspects of youths' relationships, particularly in the peer group context. Based on this critical review, we then introduce a speculative model concerning the influence of sex differences in these peer relationship processes on the emotional and behavioral development of girls and boys. Finally, this review and speculative model are used as a springboard for identifying critical future directions for research on sex differences in relationships processes and associated developmental outcomes.We focus on sex differences in three major domains of relationship processes: relationship style-including both behavioral and social-cognitive components, stress and coping processes, and emotional provisions in relationships. Several factors determined our selection of these relationship processes for inclusion in our review. The overarching goal of this review is to generate ideas about the influence of sex differences in relationship processes on well-being in girls and boys. Thus, we focused in general on relationship Correspondence regarding this article should be addressed to Amanda J. Rose, 210 McAlester Hall, Department of Psychology, University of Columbia, Missouri 65211, RoseA@missouri.edu NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript processes that we hypothesized would have potential implications for understanding sex differences in emotional and behavioral development. With this goal in mind, we used three criteria to select specific dimensions for review. First, we focus on relationship processes that are emphasized in existing theoretical models of sex differences in relationships (e.g., Burhmester, 1996;Cross & Madson, 1997;Helgeson, 1994;Maccoby, 1990; NolenHoeksema & Girgus, 1994). Second, we ...

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Section: Sex Differences In Peer Relationship Stylesmentioning

confidence: 99%

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Rose

Rudolph

2006

Psychological Bulletin

1,953

154

1,801

View full text Add to dashboard Cite

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“…Theory and research on social development has identified gender differences in behaviors and traits conceptually linked to the two dimensions of the IPC that may help explain the complementarity differences. It seems well established that different relationship styles are formed within same-sex girls' versus boys' peer groups (Benenson, Apostoleris, & Parnass, 1997;Leaper, 1994;Maccoby, 1998), with girls spending more time engaged in prosocial behaviors, social conversation, and self-disclosure than boys, and boys spending more time engaged in competitive, organized, or rough-and-tumble play, and with greater focus on dominance hierarchies than girls (Ladd, 1983;Lempers & Clark-Lempers, 1993;Moller, Hymel, & Rubin, 1992;Pellegrini, Blatchford, Kato, & Baines, 2004;Rose, 2002;Rose & Asher, 1999;Savin-Williams, 1979). These developmentally evoked relationship style differences may result in the different emphases of peer relationships among freshman college roommates.…”

Section: Discussionmentioning

confidence: 99%

Gender Differences in Interpersonal Complementarity Within Roommate Dyads

Ansell

Kurtz

Markey

2008

Pers Soc Psychol Bull

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Complementarity theory proposes specific hypotheses regarding interpersonal styles that will result in successful relationships. The present study sought to extend previous research on gender differences in complementarity through the examination of same-sex peer dyads and the use of informant reports of interpersonal style. One hundred twenty participants (30 male and 30 female roommate dyads) completed interpersonal circumplex ratings of their roommates and a relationship cohesion measure. Examinations of complementarity indicate that women reported significantly more complementarity than men within their roommate dyads. However, for men and women, the closer the dyad was to perfect complementarity in terms of dominance, the more cohesive the relationship. Results are discussed in relation to gender differences in social development.

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“…1 We also discovered differences in the modalities accessed by boys and girls to make friends. Boys made more contact using electronic media or during extracurricular activities than did girls.…”

Section: Friendship and Electronic Communicationmentioning

confidence: 99%

“…Although friendship is important to both girls and boys, girls are more oriented to close relationships than are boys. 1 There has been some controversy as to whether electronic communication is helpful or harmful to adolescents' interpersonal relationships. According to the rich-get-richer hypothesis, people who are socially competent in other ways will become competent in the skills needed to use electronic media to expand consolidate their networks of friends.…”

mentioning

confidence: 99%

Daily Patterns of Communication and Contact Between Italian Early Adolescents and Their Friends

Baiocco

Laghi

Schneider

et al. 2011

Cyberpsychology, Behavior, and Social Networking

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The goal of the present study was to explore patterns of communication between adolescents and their friends across both ''online'' and ''in-person'' contexts. The participants were adolescents (n ¼ 727) aged 11-16 years attending middle schools in urban and rural areas of Italy. Participants completed daily logs of their in-person and online contacts with friends for 20 consecutive school days. Girls reported more total contacts with their friends than did boys as well as friendships that were closer and more intimate. However, boys indicated more contact than girls via electronic communication and online. Contacts with peers in general were less frequent among the older participants, perhaps because of increasing academic demands. Participants who complemented in-person contact with friends with electronic contact were less lonely than their counterparts who were less versatile in accessing different modalities of making contact with friends.

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Age and sex differences in dyadic and group interaction.

Cited by 133 publications

References 15 publications

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Gender Differences in Interpersonal Complementarity Within Roommate Dyads

Daily Patterns of Communication and Contact Between Italian Early Adolescents and Their Friends

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