Central Orientations: A Study of Behavior Organization from Childhood to Adolescence

Bronson, Wanda C.

doi:10.2307/1126435

Cited by 68 publications

(10 citation statements)

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“…Moreover, positive peer relations are associated with social competence, school achievement, and general adjustment. Given the strong link between social success in the peer group and other indices of adjustment and maladjustment across the age range from the preschool years (Kohn, 1976;Bronson, 1966) through adulthood (Robins, 1966;Roff, 1961), it appears obvious that some consideration should be given to peer interaction in children specifically diagnosed as hyperactive.•Requests for reprints to: SUMMARY This paper examined studies which bear on the peer relations of hyperactive children. Studies were reviewed and some new data reported under five headings: adult reports, self reports, and peer reports of problems with social interaction, direct observational studies, and studies of social cognition.…”

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Peer Relations in Hyperactive Children

Campbell

Paulauskas

1979

Child Psychology Psychiatry

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RESEARCH and clinical work with hyperactive children have focused on problems with attention, self-control, disciplinary problems, and school achievement. Remarkably little emphasis has been placed on the social functioning of these youngsters or the difficulties which may follow from problems with peers. Indeed, relatively little empirical data exist on the social competence or incompetence of hyperactive children with agemates or siblings, although the importance of peer interaction to general adjustment is accepted virtually without question.Recently there has been renewed interest in social behaviour, social cognition, and patterns of peer interaction in non-clinical populations of children (e.g. Asher, Oden and Gottman, 1976;Hartup, 1970;Shantz, 1975) and there is wide agreement that satisfactory relations with peers are a crucial facet of normal development. Evidence from several studies indicates that popularity with peers is an important predictor of adjustment in childhood and adulthood. Cowen et al. (1973) reported that children who were rated negatively by peers in third grade were more likely to end up on the psychiatric register in early adulthood. Indeed, peer ratings were more accurate predictors of later adjustment than teacher or parent reports of school achievement. The long-term follow-up studies of Robins (1966) and Roff (1961) likewise indicate that poor peer relations are likely precursors of adult psychopathology, while Garmezy (1975) notes that children at risk are similarly characterized by problems with peers. Subjects in many of these studies include heterogeneous groups of aggressive and withdrawn children, many of whom are very likely to have been hyperactive.As Hartup (1976) has argued in his discussion of peer interaction in normal children, socialization within the peer group is an important part of development. He suggests that socialization of aggression, morality, and sex-typing, for example, are very strongly influenced by peer group experiences. Moreover, positive peer relations are associated with social competence, school achievement, and general adjustment. Given the strong link between social success in the peer group and other indices of adjustment and maladjustment across the age range from the preschool years (Kohn, 1976;Bronson, 1966) through adulthood (Robins, 1966;Roff, 1961), it appears obvious that some consideration should be given to peer interaction in children specifically diagnosed as hyperactive.•Requests for reprints to:

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Peer Relations in Hyperactive Children

Campbell

Paulauskas

1979

Child Psychology Psychiatry

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“…In order to understand the role of shyness in personality and social development as a whole, researchers need to consider broader theoretical issues involving the structure, dynamics, and function of various personality characteristics. One way to do this is to study shyness within an organized framework of personality dimensions such as the" central orientations" proposed by Bronson (1966) or the general psychological constructs ego-control and egoresiliency introduced by Block and Block (1980).…”

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confidence: 99%

“…We believe that the differences found among adolescents should be viewed both in light of sex roles and with regard to the different types or components of shyness. As Bronson (1966) has pointed out, in terms of social stereotypes it is more appropriate for girls to be seen as shy than for boys; in fact, the self-descriptive adjective "shy" is scored on the Femininity Scale of the Bern (1981) Sex Role Inventory. Not surprisingly, elementary school teachers nominate girls twice as frequently as boys for being among the five most shy youngsters in their class (Lazarus, 1982a).…”

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confidence: 99%

“…Several longitudinal studies reviewed by Burns (1979) indicate that late maturing boys and early maturing girls tend to suffer the greatest social adjustment problems, but these studies were not specifically focused on shyness. Bronson's (1966) suggestion that the age of menarche might influence the degree of shyness among girls is one example of the possible hypotheses about adolescent shyness, body-image, and physical attractiveness that merit empirical testing. There is, however, a problem in extending this type of research to the topic of teenage sexuality.…”

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Shyness

1986

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Neonatal sex‐steriod hormones and timidity in 6‐18‐month‐old boys and girls

Jacklin

Maccoby

Doering

1983

Developmental Psychobiology

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Five sex-steroid hormones (testosterone, androstenedione, estradiol, estrone, and progesterone) are assayed in umbilical cord blood. Timidity is assessed in home and laboratory observations by reactions to a range of novel toys in children from 6 to 18 months of age. Significant short- (1 week) and long- (several months) term stability in timidity is demonstrated. Girls have higher mean scores on observed timidity than do boys in 2 of the 3 samples tested. An across-age timidity score is computed which shows significant correlations with neonatal progesterone, testosterone, and estradiol for boys, but is not significantly predicted by hormone concentrations in girls.

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Central Orientations: A Study of Behavior Organization from Childhood to Adolescence

Cited by 68 publications

References 8 publications

Peer Relations in Hyperactive Children

Peer Relations in Hyperactive Children

Shyness

Neonatal sex‐steriod hormones and timidity in 6‐18‐month‐old boys and girls

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