Dominance hierarchies: Observational techniques applied to the study of children at play

Abstract

The seven major observational techniques generally used in experimental or naturalistic settings are discussed within the context of research on dominance relationships in young children. In particular, findings related to sex differences and developmental changes in children's social interactions are presented. The observational techniques used in these studies are described in terms of the type of data collected (frequency counts versus measures of duration of the behaviors), and the research questions answerable through use of each technique.Illustrations of other types of data (e.g., from questionnaires) are presented to show how the results relate to the findings from observational data. The use of more than one technique in many of the dominance relationship studies shows how different techniques can be used to examine various facets of complex social interactions.The strengths and weaknesses of each method are discussed within the framework of the illustrative studies. Problems associated with the use of One-zero or Time-Sampling techniques are discussed in detail.

Observation Procedure, Observer Gender, and Behavior Valence as Determinants of Sampling Error in a Behavior Assessment Analogue

“…After controlling for the sources Powell et al (1975), and partially confirms speculation by Omark, Fiedler, and Marvin (1976) Cronbach, 1957Cronbach, , 1975 and continued investigation of attributes and treatments that may affect observer behavior appears to be in order. However, it must be remembered that the effects found, although significant, were of moderate magnitude.…”

A naturalistic observation of verbal discipline modeling in a first grade classroom

“…An Ad Lib sampling procedure (Altmann, 1974;Omark et al, 1976) and anecdotal comments were combined for the initial observation period. Verbal and non-verbal behaviors of the CT and pupils were noted with specific attention directed to antecedent and subsequent behaviors surrounding a discipline episode.…”

Social perceptions and communicative interactions of handicapped and normal children in a preschool classroom

“…Since both social and communicative interactions are affected by context and continuity, it was imperative not to disrupt the naturalistic relationships by imposing an experimental mode. Observational methods used in this study were selected so as to support internal validity and best capture the target behaviors (Omark et al, 1976;Altmann, 1974;Omark and Marvin, 1980). Ad lib sampling was done in the classroom under study for four sessions in order to develop the categories of interaction'to be recorded.…”

“…This portion of the scan technique is, in fact, sequential sampling(Omark et al, 1976). 2 Nonverbal communication events were also recorded and are described in the ERIC Document (seeErickson, 1976).…”