Changes in Teasing Patterns From Early Adolescence to Adolescence

Sherer, Shannon Littleton; Clark, Ruth Anne

doi:10.1080/08824090903074373

Cited by 5 publications

(3 citation statements)

References 20 publications

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“…Along the same lines, we observed that the 16-year-olds used more inclusive irony than the 12-year-olds. Th ese exploratory observations about the use of inclusive or exclusive irony during adolescence are consistent with the work of Sherer and Clark (2009), who showed that as teenagers grow older, teasing is most oft en initiated to have fun, and with studies demonstrating that bullying behaviors decrease with age in adolescence, aft er a peak when pupils move up from primary to secondary school (Griffi n & Gross, 2004). Th ey are also consistent with the work of Pexman, Glenwright, Krol, and James (2005), who found that the humorous and teasing functions of irony are not well understood in late childhood (i.e., 7-to 10-year-olds).…”

Section: Discussionsupporting

confidence: 81%

Producing Irony in Adolescence: A Comparison Between Face-to-Face and Computer-Mediated Communication

Aguert

Laval

Gauducheau

et al. 2016

Psychology of Language and Communication

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The literature suggests that irony production expands in the developmental period of adolescence. We aimed to test this hypothesis by investigating two channels: face-to-face and computer-mediated communication (CMC). Corpora were collected by asking seventh and 11th graders to freely discuss some general topics (e.g., music), either face-to-face or on online forums. Results showed that 6.2% of the 11th graders’ productions were ironic utterances, compared with just 2.5% of the seventh graders’ productions, confirming the major development of irony production in adolescence. Results also showed that adolescents produced more ironic utterances in CMC than face-to-face. The analysis suggested that irony use is a strategy for increasing in-group solidarity and compensating for the distance intrinsic to CMC, as it was mostly inclusive and well-marked on forums. The present study also confirmed previous studies showing that irony is compatible with CMC.

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Section: Discussionsupporting

confidence: 81%

Producing Irony in Adolescence: A Comparison Between Face-to-Face and Computer-Mediated Communication

Aguert

Laval

Gauducheau

et al. 2016

Psychology of Language and Communication

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“…Research by Jones, Newman, and Bautista (2005) suggests that children consider the relationship they have with the teaser when interpreting the meaning of tease, a tendency that they labeled the ''positivity bias'' (p. 433). However, we do not yet know whether that bias holds true from early childhood through adolescence, particularly given in Sherer and Clark's (2009) finding that from sixth grade through high school, the rate of teasing friends increased dramatically, from 10% to 60%, yet the increase was not accompanied by a decrease in negative teasing of disliked peers with advancing age. As children age, increasingly complex ways of communicating are necessary to comment on social life.…”

Section: Relationship Developmentmentioning

confidence: 95%

“…Academic interest in teasing in children’s social relationships has been driven by social crises such as school shootings (Kowalski, 2003; Leary, Kowalski, Smith, & Phillips, 2003), and self-directed harm such as suicidal thoughts (Eisenberg, Neumark-Sztainer, & Story, 2003). In contrast to the dark side of teasing, other scholars provide evidence that teasing can be a positive force in children and adolescents’ social relationships (Campos, Keltner, Beck, Gonzaga, & John, 2007; Sherer & Clark, 2009). Research has shown that teasing increases positive interactions in families (Eisenberg, 1986), prepares children for later life challenges (Miller, 1986), helps build friendships (Shapiro, Baumeister, & Kessler, 1991), and is used to manage conflict (Eder, Evans, & Parker, 1995).…”

mentioning

confidence: 99%

Child’s play or risky business? The development of teasing functions and relational implications in school-aged children

Mills

2016

Journal of Social and Personal Relationships

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Teasing is both a playful act that can be used to convey closeness among friends and a hurtful act that can create distance among enemies. This study explores the nature of this complicated communicative act and how it changes with age, as evidenced in children’s talk through in-depth interviews with participants in 3rd, 6th, and 10th grade. In fact, children and teens deftly use the term “teasing” to mean different things. Teasing for third graders is a negative activity used only among disliked peers. It can be used to harm and hurt feelings. In fact, any positive banter between children is referred to as “just teasing,” which is different from teasing. Although negative teasing persists throughout childhood, by sixth grade, children have learned to use teasing with friends by relying on relational cues to interpret the ambiguous act and begin to see teasing as a functional activity. By 10th grade, teens continued social and cognitive development correspond with their use of teasing to build relationships, broach difficult topics, and manage embarrassing situations. Recommendations are made for better understanding how adults, teachers, and researchers might better approach teasing developmentally, as well as why we should consider further work to help understand its relationship to bullying and harassment, while retaining the prosocial aspects of teasing.

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