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Peer Interaction in the First Year of Life: An Examination of Its Structure, Content, and Sensitivity to Toys.
Peer reviewed Peer reviewed
Vandell, Deborah Lowe; And Others – Child Development, 1980
Three questions are addressed: (1) Are infants as young as six months capable of interacting with a peer? (2) What type of social acts are used during these early encounters? and (3) Do toys facilitate the interactions? (Author/MP)
Descriptors: Infant Behavior, Infants, Interaction Process Analysis, Longitudinal Studies
Greater Preference among Females than Males for Dyadic Interaction in Early Childhood.
Peer reviewed Peer reviewed
Benenson, Joyce F. – Child Development, 1993
Two studies examining four and five year olds' preferences for dyadic and group interaction found that females enjoyed dyadic interaction more than did males and that males enjoyed group interaction more than did females. (MDM)
Descriptors: Early Childhood Education, Group Dynamics, Interaction Process Analysis, Peer Relationship
The Effects of Toy Novelty and Social Interaction on the Exploratory Behavior of Preschool Children
Peer reviewed Peer reviewed
Rabinowitz, F. Michael; And Others – Child Development, 1975
Descriptors: Interaction Process Analysis, Novelty (Stimulus Dimension), Peer Relationship, Play
Sibling and Peer Interaction: A Final Follow-up and a Compliance.
Peer reviewed Peer reviewed
Abramovitch, Rona; And Others – Child Development, 1986
In a second follow-up study of sibling interaction, 24 pairs of same-sex siblings and 24 pairs of mixed-sex siblings were observed in their homes 18 months after the first follow-up and 3 years after the initial observations. The patterning of interaction was similar to that observed earlier. (Author/DR)
Descriptors: Birth Order, Followup Studies, Interaction Process Analysis, Peer Relationship
Effects of Age, Sex, and Partner on Children's Dyadic Speech
Peer reviewed Peer reviewed
Garvey, Catherine; BenDebba, Mohamed – Child Development, 1974
Descriptors: Age Differences, Interaction Process Analysis, Peer Relationship, Preschool Children
Social Interaction in Hearing and Deaf Preschoolers: Successes and Failures in Initiations.
Peer reviewed Peer reviewed
Vandell, Deborah Lowe; George, Linda B. – Child Development, 1981
Dyadic free play of 32 preschool children (16 deaf and 16 hearing) was videotaped on two occasions; each child was observed once with a deaf partner, once with a hearing partner. Results are discussed in terms of the social interactions of hearing and deaf children, with particular attention to the characteristics of initiation attempts.…
Descriptors: Communication Problems, Communication Skills, Deafness, Interaction Process Analysis
Intensive and Extensive Peer Behavior: Longitudinal and Cross-sectional Analyses
Peer reviewed Peer reviewed
Waldrop, Mary F.; Halverson, Charles F., Jr. – Child Development, 1975
An investigation of peer relationships through longitudinal and cross-sectional studies of 62 children at age 2 1/2 and again at age 7 1/2. These studies specifically examined the differentiation and location of correlates of intensive and extensive peer relationships, sex differences in peer behavior, and the nature of peer-oriented behavior for…
Descriptors: Cross Sectional Studies, Interaction Process Analysis, Longitudinal Studies, Peer Relationship
The Analysis of Dominance and Bidirectionality in Social Development.
Peer reviewed Peer reviewed
Gottman, John M.; Ringland, James T. – Child Development, 1981
Suggests that dominance can be defined as asymmetry in predictability in social variables of importance, and bidirectionality as symmetrical predictability. Procedures which address the concepts of cyclicity within a person and synchronicity between people and which assess asymmetry and symmetry in social interaction are discussed. (Author/RH)
Descriptors: Infants, Interaction Process Analysis, Mothers, Parent Child Relationship
The Use of Symbolic Modeling to Promote Social Skills in Preschool Children with Low Levels of Social Responsiveness
Peer reviewed Peer reviewed
Keller, Martha Freese; Carlson, Peter M. – Child Development, 1974
Nineteen socially isolated preschool children were exposed either to four videotapes in which social skills were modeled (treatment) or to four sequences of a nature film (control). Observations indicated that treatment produced increases in the frequency with which subjects dispensed and received social reinforcement and the frequency of social…
Descriptors: Interaction Process Analysis, Observational Learning, Peer Relationship, Preschool Children