Rough and Tumble, Friendship, and Dominance in Schoolchildren: Evidence for Continuity and Change with Age

Humphreys, Anne P.; Smith, Peter K.

doi:10.2307/1130302

Cited by 170 publications

(124 citation statements)

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“…Self-report studies of middle childhood youth are less consistent, with some studies yielding significant effects favoring girls (Parker & Asher, 1993;Rose, 2002) and others yielding no sex difference (Buhrmester & Furman, 1987;Patterson et al, 1990;Zarbatany et al, 2000). When observational methods are employed, girls are also generally found to self disclose more than boys (Lansford & Parker, 1999;McNelles & Connolly, 1999).In terms of boys' peer groups, studies examining rough-and-tumble play with youth ranging from preschool to middle childhood generally produce large effect sizes and favor boys (DiPietro, 1981;Humphreys & Smith, 1987;Ladd, 1983;Martin & Fabes, 2001;Moller et al, 1992). In the few cases in which significant effects did not emerge the samples were very small (15 or less, Humphreys & Smith, 1987, 9 year old sample; Ladd, 1983, popular and average samples), and available effect sizes for one of these studies were nevertheless large and favored boys.…”

mentioning

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

1,963

157

1,831

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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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mentioning

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

1,963

157

1,831

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“…At society level, acceptability of power use as a way of getting what one wants emerged as one of the six big issues of social life (Hofstede et al 2010). This work defines culture as the 'software of the mind' that modifies status-power logic.…”

Section: Culture and The Gender Status Gapmentioning

confidence: 99%

“…In such cultures, having a task to perform is considered a good reason to form a group, and finishing the task is a ground for dismantling that group. In less individualistic countries, groups tend to be more permanent and less focused on a particular task (Hofstede et al 2010).…”

Section: Are Tasks Needed?mentioning

confidence: 99%

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The status–power arena: a comprehensive agent-based model of social status dynamics and gender in groups of children

2018

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Despite the urgency of this issue, AI still struggles to represent social life. This article presents a comprehensive agent-based model that investigates status-power dynamics in groups. Kemper's sociological status-power theory of social relationships, and a literature review on school children in middle youth, is its basis. The model allows us to investigate causation of the near-ubiquitous phenomenon that females have lower social status on average than males. Possible causes included in the model are children's dispositional traits (kindness, beauty, and physical power), schoolyard culture (social acceptability of fighting), behavioural strategy (amount of rough-and-tumble play) and the balance between public and dyadic sources of status. An agent-based model of a virtual schoolyard was created in which the children assemble in changing groups and mutually confer status. The status conferred upon a child modifies the status it holds. Rough-and-tumble is modelled as ambiguous: it is intended as a status conferral, but may be perceived as a power move. Running many trials of the model we found that in time, depending on the parameter settings, a gender-based status gap emerged. Rough-and-tumble play had more impact on emergent status differences than did physical power differences. Social acceptability of fighting also strongly moderated the resulting status gap. Placing more weight on dyadic relationship could alleviate status loss. All these model behaviours are in line with empirical findings of child behaviour studies at schools. They have face validity for social status issues in the adult world. We conclude from this that this kind of agent-based model merits use in studying the status-power dynamics of other issues in child behaviour, or indeed in social behaviour in general.

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“…A observação do afeto positivo pode ser realizada pela identificação do riso e outras topografias que ajudam o observador a identificar a aceitação dos envolvidos como sendo aquela uma interação lúdica e não de conflito (Camargo & Mendes, 2003). A brincadeira turbulenta, de acordo com alguns autores, precisa ser separada das categorias de comportamento agressivo, devido ao fato de ter uma relação com o desenvolvimento de habilidades sociais positivas (Collishaw, Maughan, Goodman, & Pickles, 2004;Humphreys & Smith, 1987;Jarvis, 2006;Scott & Panksepp, 2003;Smith & Pellegrini, 2004). Finalmente, foi utilizada uma segunda categoria de comportamento lúdico, brincadeira não turbulenta (BNT), caracterizada por brincadeiras que não envolvem categorias de comportamento agressivo ou brincadeira turbulenta (e.g., brincar de cavalinho, dança, trenzinho, etc.).…”

Section: Instrumentosunclassified

Aprendizagem social e comportamentos agressivo e lúdico de meninos pré-escolares

Vieira¹,

Mendes²,

Guimarães³

2010

Psicol. Reflex. Crit.

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ResumoInvestigamos a relação entre fatores de aprendizagem social, acessados via questionários, e os comportamentos agressivos e lúdicos de meninos pré-escolares, através de observação direta durante o recreio. Os participantes foram 15 meninos com idades entre quatro e seis anos, da cidade de Goiânia, GO, Brasil. Uma análise multivariada de variância indicou efeitos significativos de modelos de agressividade em casa nas taxas de agressão durante o brincar. Crianças expostas a punições físicas abusivas, brigas entre adultos e programas violentos de TV apresentaram mais agressões reais. Meninos que relataram brincar com armas de brinquedo em casa não apresentaram mais agressões reais do que os que relataram o contrário, mas apresentaram maior proporção de agressões de faz-de-conta. Os resultados também indicaram que quanto mais modelos agressivos em casa, maior a incidência de comportamentos agressivos. Palavras-chave: Aprendizagem social; Comportamento agressivo; Comportamento lúdico. AbstractWe investigated the interaction between social learning factors measured by questionnaires and aggressive and playful behaviors of pre-school children, through direct observation during their playful break time. The subjects were 15 boys between four and six years old who were enrolled in a non-profit child care center in Goiânia-GO, Brazil. A multivariate analysis of variance indicated significant effects of aggressive models at home on aggression levels during playful behavior. Children exposed to abusive physical punishment, adult fighting and violent TV programs engaged in more episodes of aggression during playful breaks. Boys who reported to play with toy guns at home did not engage in aggressive behavior more often than those who did not, but they displayed a higher proportion of pretended aggression. Results also indicated that aggressive behavior becomes more frequent as the number of aggressive models at home increases. Keywords: Social learning; Aggressive behavior; Playful behavior. * Endereço para correspondência: Av. São João, 145, Res. Gloria Maison, Apto. 2502, Goiânia, GO, Brasil, CEP 74815-700. E-mail: tmvv@hotmail.com Agradecemos ao Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) pela bolsa de mestrado ao primeiro autor e bolsa de iniciação científica ao segundo co-autor. Também agradecemos à Pró-Reitoria de Pós-Graduação e Pesquisa (PROPE) da Universidade Católica de Goiás (UCG) pela carga horária de pesquisa ao orientador e co-autor deste trabalho. Igualmente, agradecemos à professora Maria Lúcia Seidl de Moura pela imensa disposição Não é por acaso que a agressividade é um tema recorrente nas ciências biológicas e sociais. O comportamento agressivo é uma das conseqüências da inevitável competição por recursos naturais e por parceiros sociais e reprodutivos. Esse tipo de comportamento parece ter sido selecionado por milhões de anos (Lorenz, 1973) e ser comum nas sociedades humanas desde ancestrais muito distantes (Lessa, 2004;Wrangham & Peterson, 1996).Apesar de inevitável, a expres...

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Rough and Tumble, Friendship, and Dominance in Schoolchildren: Evidence for Continuity and Change with Age

Cited by 170 publications

References 17 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.

The status–power arena: a comprehensive agent-based model of social status dynamics and gender in groups of children

Aprendizagem social e comportamentos agressivo e lúdico de meninos pré-escolares

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