Children's implicit theories of their peers: A developmental analysis

Honess, Terry

doi:10.1111/j.2044-8295.1979.tb01712.x

Cited by 13 publications

(10 citation statements)

References 5 publications

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“…A similar age by sex trend was also evident for the frequency with which children used the general interpersonal category, but this failed to reach significance. It is noteworthy that the sex differences reported here are generally consistent with an earlier study (Honess, 1979) which used a more gross content analysis but a different methodology, i.e. implication grids, for examining the same sample of children.…”

Section: Discussionsupporting

confidence: 88%

“…This apparent anomaly could be explored in future research by examining the links between the different subcategories of background information and the interpersonal versus relatively impersonal categories. If girls are more concerned with interpersonal affairs than boys are, it would be expected that girls would be more likely, or more able, to draw inferences concerning interpersonal matters using only background information (see Honess, 1979, for details of a procedure to chart children's 'implicit theories'). Girls' greater use of the specific interpersonal category is consistent with general expectations as is the age by sex interaction for this category which reflects increasing differentiation among older children.…”

Section: Discussionmentioning

confidence: 99%

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Girls' and boys' perception of their peers: Peripheral vs. central and objective vs. interpretative aspects of free descriptions

Honess¹

1981

British J of Psychology

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It is argued that earlier studies of children's ‘free’ descriptions typically confound an interpretation of the child's capabilities (for which prescriptive precedures may be required) with an interpretation of the child's preferred mode of construing (for which minimal intrusion is generally necessary). A content analysis that avoids prescription in both instructions and coding of 8–13‐year‐olds' descriptions of liked and disliked peers reveals, contrary to common contention, that older children do employ a high proportion of so‐called ‘peripheral’ constructs and, in particular, boys show an increasing concern with others' appearance. Differences between the content of boys' and girls' descriptions amplify earlier work in demonstrating that boys' greater concern with others' relatively ‘objective’ characteristics is marked for all age groups sampled, and that reports of profound differentiation at adolescence may stem only from girls' increasing concern with interpersonal matters. Hypotheses derived from Guttman's formulation of different ‘ecologies’ for the sexes received only partial support, which suggests that his formulation blurs important sex differences in impression formation. Finally, the non‐prescriptive procedures employed reveal that, contrary to others' findings, there are substantial differences in peripheral/central focusing in descriptions of liked and disliked others.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Girls' and boys' perception of their peers: Peripheral vs. central and objective vs. interpretative aspects of free descriptions

Honess¹

1981

British J of Psychology

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“…The socialization model had a significant effect on all the four indices we used. The Gender factor is also of some importance here, which would seem consistent with the results of numerous studies showing that girls are more sophisticated in their choice and use of constructs than boys (Adams-Webber, 1985a;Fransella & Frost, 1977;Honess, 1979;Jackson & Bannister, 1985). However, it should be born in mind that Gender has a significant effect on only one (PVAFF) of the four semantic multidimensionality indices we used.…”

Section: Semantic Multidimensionalitysupporting

confidence: 86%

Socialization models and the construction of self

Ugazio

Castiglioni

1998

Journal of Constructivist Psychology

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The study analyzes relationships between socialization practices and identity. A special form of role construct repertory grid was applied to 2 groups of preadolescents who had experienced opposed socialization practices. Group I was raised within a "polyadic model," with several caregivers and multiple attachments, and Group 2 was raised within a "dyadic model," with a single caregiver who had privileged relationship with the child. Those in Group 1 were found to be more multidimensional and more inclined than those in Group 2 to construe themselves and others ambivalently. They also tended to identify with more people than those in Group 2, who identified with 1 or at most 2 people. Those in Group 1 tended fo distinguish more clearly between "me as I amU and "me as others see me." These results are discussed and interpreted as adaptation strategies for different social contexts.

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“…The interviews established that children of the 7-year-old and 10-year-old age groups who participated in the subsequent experiment were familiar with the characters selected and were fluent in attributing certain traits to them. Twenty 7-year-olds and 20 10-year-olds were then asked to rate 14 of the most frequently nientioned television characters on each of 12 attributes (for example, 'is strong', 'is nosey') that were often used by the children at both ages, or which were known to be salient in person perception by British schoolchildren (Honess, 1977). Thus, for example, each child rated Bionic Woman on 12 attributes, including 'strength', 'nosiness', attractiveness', and 'intelligence'.…”

Section: Preparation Of Materialsmentioning

confidence: 99%

Children's long‐term memory for information that is incongruous with their prior knowledge

Ceci

Caves

Howe

1981

British J of Psychology

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Seven-and 10-year-olds listened to a tape-recorded story. In one version, familiar television characters were described as having attributes that were incongruous with those that the children thought them to have. For example, Six Million Dollar Man was said to be too weak to carry a can of paint. Immediately after hearing the story, half of the children were asked to rate the characters on the basis of their descriptions and behaviour in the story. At this stage there was no evidence of systematic distortions in remembering. However, children who were asked to rate the incongruous characters in the story three weeks later displayed considerable shifts in memory in the direction of their pre-experimental knowledge of the character's attributes. Long-term memory for unfamiliar characters in a parallel version of the story showed no such shift, indicating that memory distortion for the incongruous information was influenced by children's prior knowledge and was not the result of random forgetting.

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Children's implicit theories of their peers: A developmental analysis

Cited by 13 publications

References 5 publications

Girls' and boys' perception of their peers: Peripheral vs. central and objective vs. interpretative aspects of free descriptions

Girls' and boys' perception of their peers: Peripheral vs. central and objective vs. interpretative aspects of free descriptions

Socialization models and the construction of self

Children's long‐term memory for information that is incongruous with their prior knowledge

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