The Formation of Intransitive Friendships

Hallinan, Maureen T.; Kubitschek, Warren N.

doi:10.1093/sf/69.2.505

Cited by 20 publications

(9 citation statements)

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“…Simply put, balance theory predicts that a friend of a friend will be a friend, as enmity among one's friends leads to strain and is avoided (Heider 1946;Davis 1963;Holland and Leinhardt 1971;Davis and Leinhardt 1972;Johnsen 1985). Empirical support for balanced friendship networks has been strong, with most networks exhibiting greater than expected levels of social balance (Hallinan and Kubitschek 1990;Doreian et al 1996;Davis and Leinhardt 1972;Hallinan 1978). 4 With respect to race, social balance can magnify racial friendship patterns.…”

Section: Homophily and Social Balancementioning

confidence: 99%

Race, School Integration, and Friendship Segregation in America

Moody

2001

American Journal of Sociology

1,098

1,060

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Section: Homophily and Social Balancementioning

confidence: 99%

Race, School Integration, and Friendship Segregation in America

Moody

2001

American Journal of Sociology

1,098

1,060

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“…Third, grades may affect students' status within the classroom: their social acceptance, friendship formation, and their "popularity" (Hallinan and Kubitschek 1990).…”

Section: School Grades As a Rewardmentioning

confidence: 99%

Sense of justice about grades in school: is it stratified like academic achievement?

Resh

2010

Soc Psychol Educ

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Education is a distinct "sphere of justice" where resources and rewards (educational 'goods') are being constantly distributed, and the fairness of their allocation is being evaluated, eliciting a sense of justice or injustice among the evaluators. A sense of (in)justice is a subjective perception of an individual that the reward s/he receives (actual reward) does not match the reward s/he thinks s/he deserves (just reward). This study investigates students' sense of (in)justice about grades in school, focusing on two questions: (a) What is the level (intensity) of sense of injustice in three subjects: language, mathematics, science (b) Are students' sense of (in)justice stratified by gender and SES, similar to the well known stratification of academic achievement? The study was carried out in Israel in conjunction with PISA international assessment in a national sample of 165 high schools among 4,500 15 year old students.

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“…However, in transitive research, existing tasks almost invariably use only one problem form; namely, that implying a fully transitive series. Thus, although previous work may speak to the issue of whether children can seriate from pairwise premises, few experiments are directly relevant to how transitive competencies might work as part of real-world cognition (Hallinan & Kubitschek, 1990;Markovits & Dumas, 1999;Wright, 2006).…”

Section: The Role Of Memory In Transitive-inferencementioning

confidence: 99%

“…Further examples include understanding of numerocity and measurement, class inclusion, Theory of Mind reasoning, and inferences implicitly made during text comprehension (Evans, Newstead, & Byrne, 1993;Favrel & Barrouillet, 2000;Halford, Wilson, & Phillips, 1998;Trabasso, van den Broek, & Suh, 1989). Transitive-inference may even underpin authoritarianism, understanding friendships, one's self-concept, and perceived social rank (Delius & Siemann, 1998;Hallinan & Kubitschek, 1990;Long & Kamii, 2001;Markovits & Dumas, 1999).…”

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confidence: 99%

On the emergence of the discriminative mode for transitive-inference

Wright

2006

European Journal of Cognitive Psychology

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Transitive-inference tasks play increasing roles in many areas of cognitive science. However, discrepancies between the two competing paradigms (classical-Piagetian and IP-paradigm) imply that one paradigm fails to index its target (deductive) competence. Here, potential flaws of one were addressed using considerations from the other. Children of 5 Á7 years (N 0/216) solved 3-term transitive problems, some implying a single largest item, and some not. Findings indicate a discriminative competence (a Transitive-Switch) at least 2 years before competence in actually deducing correct solutions. Interestingly, although the transitive-switch was constant across age with both memory and inference increasing with age, it was nevertheless a much stronger predictor of transitive performance than either memory or age. A predictive relationship between memory and inference held for the 5-and 6-year-olds but not the 7-year-olds; suggesting as it approaches maturity, transitive-inference becomes independent of memory. Coincidental with this latter finding, only the 7-year-olds' transitive performance approximated a deductive competence. As the initial validation of the IP-paradigm rested on acceptance of its age estimate of 4 years, its claim to index deduction must now be revisited.You might notice on one day that a friend jogs faster than yourself; and then on a different day notice that you jog faster than another friend. If you then deduce the fastest, without needing to measure jogging speeds or to wait for an occasion where all three are jogging together, you have demonstrated a particular form of relational reasoning called ''transitive-inference'' (TI). As a second example, a transitive-inference might permit the reasoner to decide whether different objects bear particular size or spatial relationships within a scene (e.g., are expected to be to the left or right of certain other objects even Correspondence should be addressed to

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The Formation of Intransitive Friendships

Cited by 20 publications

References 0 publications

Race, School Integration, and Friendship Segregation in America

Race, School Integration, and Friendship Segregation in America

Sense of justice about grades in school: is it stratified like academic achievement?

On the emergence of the discriminative mode for transitive-inference

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