Aggression and Withdrawal as Social Schemas Underlying Children's Peer Perceptions

Abstract

This study examined the ability of children of different ages to encode and retrieve from memory descriptions of aggressive and withdrawn behavior displayed by hypothetical peers. 90 children from the first, third, fifth, and seventh grades (aged 6-7, 8-9, 10-11, 12-13, respectively) listened to behavioral descriptions of a hypothetical aggressive and a hypothetical withdrawn boy and subsequently reported their recollections for these descriptions. Differences across grade level were found in the number of behaviors correctly recalled for the withdrawn boy but not for the aggressive boy. At the first grade, children recalled fewer descriptions of withdrawn behavior than of aggressive behavior. However, recall for withdrawal increased significantly across grade level, such that at grades 5 and 7, subjects recalled more descriptions of withdrawn than of aggressive behavior. Such differences across grade level in children's ability to encode descriptions of withdrawn behavior into memory and subsequently to retrieve the descriptions accurately were interpreted as evidence of the emerging importance of social withdrawal as a social-cognitive schema underlying children's social perceptions.

Children's Peer Relationships: Longitudinal Prediction of Internalizing and Externalizing Problems from Middle to Late Childhood

“…Teacher-rated shy-anxious behavior and peer-assessed sensitive-isolated bebavior were significantly correlated in the grade 5 samples. The increasing correspondence across indices of social isolation with age is consistent with the previous research by Younger and his colleagues (Younger & Boyko, 1987;Younger, Schwartzman, & Ledingham, 1985, 1986), suggesting that children's conceptions of social withdrawal develop with age and become consistent with adult conceptions eifter the fourth grade. Thus, by grade 5, at least, there appeared to be some degree of association between teacher and peer assessments of isolation/ shyness as well as of aggression/acting out.…”

“…In the case of botb teacher and peer assessments of shy/anxious/isolated behavior in grade 5, then, teacher evaluations of internalizing problems (including items descriptive of shy, solitary behavior) 3 years earlier emerged as a significant predictor. The general failure of second-grade peer assessments of isolated behavior to emerge as a significant predictor, despite significant zero-order correlations with dependent vEiriables (see Table 5), may refiect the fact that conceptions of isolation are not cohesive in young children (e.g.. Younger et al, 1985Younger et al, , 1986Younger & Boyko, 1987). Nevertheless, peer perceptions of popularity do appear to predict subsequent peer perceptions of isolation (see Table 6), suggesting that peer evaluations of acceptance, but not isolation, may be critical.…”

The social skills problems of victims of bullying: Self, peer and teacher perceptions

“…submission) are unlikely to emerge as a significant predictor for peer victimization in younger children because young children are not skilled at recognizing this behaviour (e.g. Younger & Boyko, 1987;Younger, Schwartzman, & Ledingham, 1985).…”

Children's understanding of psychological problems displayed by their peers: a review of the literature

“…For example, Coie and Pennington (1976) found that stories involving loss of control and distorted perspective were more likely to be identified as deviant with increasing age. In a series of studies, Younger and colleagues (Younger et al 1985;Younger & Boyko 1987;Younger & Piccinin 1989) reported that children as young as 7 years have a social schema for aggressive behaviour; however, a social schema for withdrawn behaviour is not evident until late in childhood/early adolescence.…”

“…Based on our analysis of the literature, so far it is clear that there has been bias towards the study of problem behaviour in boys. Twelve of the studies cited only included descriptions of male characters with problems (Marsden & Kalter 1976;Hoffman et al 1977;Milich et al 1982;Chassin & Coughlin 1983;Whalen et al 1983;Roberts et al 1984;Younger et al 1986;Sigelman & Begley 1987;Younger & Boyko 1987;Juvonen 1991;Graham & Hoehn 1995), thus potentially limiting our understanding of children's perceptions of girls displaying psychological problems. Our understanding is also limited by the absence of data on differences in peers' perceptions of boys and girls with similar problems.…”