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Evidence That Children and Adolescents Have Internal Models of Peer Interactions That Are Gender Differentiated
Author(s) -
Markovits Henry,
Benenson Joyce,
Dolenszky Eva
Publication year - 2001
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/1467-8624.00321
Subject(s) - psychology , developmental psychology , adolescent development , peer relations , peer group , peer influence , child development
This study examined whether children's internal representations reflect gender differences that have been found in peer interactions. The dimensions examined were (1) preferences for dyadic or group situations, (2) whether children who are friends with a given target child are likely to be friends with each other, and (3) perceptions of the probability of knowing information about friends. Participants from preschool; grades 2, 6, 8, and 10; and college ( N = 278) were asked questions about typical girls and boys. Results indicate that both girls and boys (1) rate typical boys as preferring group interactions more than do typical girls, a difference present as early as preschool; (2) rate typical boys as more likely than typical girls to be friends with one another if they are friends with the same target boy or gir,l respectively; and (3) rate typical girls as more likely than typical boys to know certain types of information about friends. These results are consistent with the existence of internal models of social interactions that are at least partially gender specific.