The present study sought to extend our knowledge of dysphoric adolescents' dyadic peer interactions. Thirty female dyads (ages 13-17) were videotaped interacting during both a structured and an unstructured task. Fourteen of the dyads were each comprised of a dysphoric girl and a nondysphoric girl; the remaining dyads were comprised of two nondysphoric girls. Girls were considered dysphoric if they scored 10 or higher on the Beck Depression Inventory. Dysphoric subjects evaluated their performances more negatively than nondysphoric subjects and rated their partners more negatively overall. The partners of the dysphoric girls were viewed by raters as less positive and less happy. They saw the dysphoric teens as making more critical comments and evaluated them more negatively overall. There was also a tendency for these girls to reject their dysphoric partners and to become more passive during the unstructured task. The findings indicate that dysphoric adolescent girls evoke negative reactions from peers and negatively influence their peers' behavior. These negative reactions from others may lead to further difficulties in negotiating the developmental tasks of adolescence.

The effect of expectancy-congruent and -incongruent information on subsequent impression formation and recall of a target peer was examined. 64 boys and 50 girls (ages 8 to 12) were given an expectancy that a stimulus child was either shy or outgoing. Subjects rated the target on several dimensions (e.g., friendly, shy) and then watched a videotape of a boy or girl confederate acting out a script containing both expectancy-congruent and -incongruent information. Subjects then rated the target child again and freely recalled as much of what the target said as they could remember. Results revealed that when children are presented with both expectancy-congruent and -incongruent information, impression formation appears largely attribute based, and the influence of the initial expectancy appears mitigated. However, ratings of liking appeared to be more influenced by the initial expectancy than by subsequent behavioral information. In addition, the results indicated that many of Maccoby's conclusions regarding the effects of gender on social interactions also apply to children's social information processing, indicating a strong bias toward same-sex peers.

The effect of expectancy-congruent and -incongruent information on subsequent impression formation and recall of a target peer was examined. 64 boys and 50 girls (ages 8 to 12) were given an expectancy that a stimulus child was either shy or outgoing. Subjects rated the target on several dimensions (e.g., friendly, shy) and then watched a videotape of a boy or girl confederate acting out a script containing both expectancy-congruent and -incongruent information. Subjects then rated the target child again and freely recalled as much of what the target said as they could remember. Results revealed that when children are presented with both expectancy-congruent and -incongruent information, impression formation appears largely attribute based, and the influence of the initial expectancy appears mitigated. However, ratings of liking appeared to be more influenced by the initial expectancy than by subsequent behavioral information. In addition, the results indicated that many of Maccoby's conclusions regarding the effects of gender on social interactions also apply to children's social information processing, indicating a strong bias toward same-sex peers.

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