Cross-Sex and Same-Sex Assertive Bids in a Cooperative Group Task

Sgan, Mabel L.; Pickert, Sarah M.

doi:10.2307/1129490

Cited by 12 publications

(12 citation statements)

References 6 publications

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“…For example, boys have been found to be less responsive to girls' polite influence attempts (Jacklin & Maccoby, 1978;Maccoby, 1990;Miller et al, 1986;Serbin et al, 1984). Perhaps as a consequence, it has been observed that girls will display domineering interactional strategies (e.g., threats or demands) with boys but generally are not inclined to use these strategies with other girls (Goodwin, 1980;Haas, 1981;McGIoskey, 1987;Miller et al, 1986;Sgan & Pickert, 1980). Thus, genderrelated differences in interaction may depend on partner gender as well as subject gender.…”

mentioning

confidence: 99%

Influence and Involvement in Children's Discourse: Age, Gender, and Partner Effects

Leaper¹

1991

Child Development

190

178

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Children's discourse with peers was examined in relation to speaker gender, partner gender, and age level. 138 children were matched with either a same- or an other-gender peer at the early childhood and middle childhood age levels (median ages = 5 and 7 years) and asked to play with puppets for 10 min. Speech acts were coded as either collaborative (affiliative involvement and direct influence), controlling (distancing involvement and direct influence), obliging (affiliative involvement and nondirect influence), or withdrawing (distancing involvement and nondirect influence). Girls' and boys' communication patterns were more similar than different. However, gender-related differences with medium to large effect sizes were found. Gender-typed communications were more likely at the middle childhood than the early childhood age level and in same-gender than mixed-gender dyads. The findings are interpreted in terms of developmental and contextual accounts of gender and social behavior. Recommendations for future research are offered.

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mentioning

confidence: 99%

Influence and Involvement in Children's Discourse: Age, Gender, and Partner Effects

Leaper¹

1991

Child Development

190

178

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“…Although previous studies have been, for the most part, rigorous methodologically, they have either omitted (e.g., Lougee et al, 1977) or made only passing, one wants to say obligatory, mention of relevant theory (e.g., Langlois, Gottfried, Barnes, & Hendricks, 1978;Sgan & Pickert, 1980). The present study, in contrast with those just cited, will use developmental theory (Piaget, 1932;Sullivan, 1953;Youniss, 1980) to derive predictions of interest concerning negotiating behaviors and general social interaction behaviors among young children.…”

Section: Need For Studymentioning

confidence: 96%

“…There is, as we have seen, suggestive evidence that this description may be accurate in terms of general social interaction among young children. For example, preschoolage children have been shown not only to be involved in more disputes and hostile acts with same-age and sex playmates (Langlois et al, 1978;Sgan & Pickert, 1980), but also to attempt to gain power more often over less outgoing playmates (Gellert, 1962).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Evidence regarding the second hypothesis is meager, but generally supportive (e.g., Galejs, 1974;Gellert, 1962;Sgan & Pickert, 1980).…”

Section: Conflict Resolutionmentioning

confidence: 99%

“…Analogously, recent research leads to the conclusion that children's social interaction is measurably influenced by whether playmates are of the same or different sex. For example, both preschool-age (Sgan & Pickert, 1980) and school-age (Stockdale & Pease, 1981) children tend to display more assertive and hostile behaviors while interacting in same-sex than in mixed-sex pairs. Studies of nonverbal communication (Galejs, 1974) and of social responsiveness (Jacklin & Maccoby, 1978) confirm the importance of considering the composition of small groups according to sex when analyzing social interaction among young children.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Negotiating behaviors in same- and mixed-age dyads of preschool children

Tuveson

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Recent advances in theory and research imply that additional distinctions are needed in terms of peer relationships. Theoretically, peers traditionally have been considered to be any group of children who are interacting with one another in a definable place and at a particular time. Recent advances in theory, however, have led to a redefinition of "peers" as children who display behaviors of a similar level of complexity and who hold similar social status in their group (Hartup, 1978; Lewis & Rosenblum, 1975). Although written in terms of similarities among children, this new definition implies that children are not a homogeneous group. Obvious though this point is, it was not a part of earlier definitions. Recent theory also suggests that children form relationships by selecting playmates according to a number of dimensions, the most relevant of which for purposes of the present study are age and sex (Lewis & Feiring, 1979). Although the fact that preschool-age children prefer playmates similar in age and sex to themselves has long been known (Challman, 1932; McCandless & Hoyt, 1961), recent research clearly demonstrates that general social interaction behaviors among young children vary as a function of whether playmates are of the same or different ages. For example, when preschool-age children were paired with familiar, samesex peers who were either similar (i.e., 2 months of age) or different (i.e., 16 months) in age, Lougee, Gruenich, and Hartup (1977) found

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Difference without dominance: Children's talk in mixed- and same-sex dyads

McCloskey

Coleman

1992

Sex Roles

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Cross-Sex and Same-Sex Assertive Bids in a Cooperative Group Task

Cited by 12 publications

References 6 publications

Influence and Involvement in Children's Discourse: Age, Gender, and Partner Effects

Influence and Involvement in Children's Discourse: Age, Gender, and Partner Effects

Negotiating behaviors in same- and mixed-age dyads of preschool children

Difference without dominance: Children's talk in mixed- and same-sex dyads

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