Examined the ability of children of different ages to encode and retrieve from memory descriptions of aggressive and withdrawn behavior displayed by hypothetical peers. Descriptions of two hypothetical peers were read aloud to the children studied. (PCB)

The present study examined the hypothesis that negative self-schemas and a range of internalizing problems may be associated with social withdrawal in late childhood and early adolescence. Using in-school peer nominations from the Revised Class Play, 132 eleven- to thirteen-year-olds were classified as withdrawn (n = 40; 22 girls, 18 boys),…

Elementary school children named peers they felt were best described by each item in the Revised Class Play measure. Reasons for naming peers were classified under the categories "passive withdrawal" and "active isolation." Results indicate the importance of refining peer assessment measures of withdrawal. (LB)

This study examined children's recognition memory for descriptions of maladjusted behaviors displayed by hypothetical peers. Children were also asked about the desirability of these hypothetical peers as friends. (PCB)

Examines the roles of age of rater and age of children rated in grade-related shifts in children's perceptions of aggression and withdrawal. Shows that differences across grade level reported in children's peer rating largely reflect differences in the child raters' view of behavior. (HOD)

Examined age-related changes in the organization underlying children's ratings of peer social deviance. Peer ratings of aggression, withdrawal, and likeability using the Pupil Evaluation Inventory (PEI) were collected from first, fourth, and seventh graders. For all ages aggression and likeability items were found to comprise cohesive categories…