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The constructive role of gender asymmetry in social interaction: Further evidence
Author(s) -
Psaltis Charis
Publication year - 2011
Publication title -
british journal of developmental psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.062
H-Index - 75
eISSN - 2044-835X
pISSN - 0261-510X
DOI - 10.1111/j.2044-835x.2011.02029.x
Subject(s) - psychology , constructive , social relation , developmental psychology , asymmetry , social psychology , cognitive psychology , process (computing) , computer science , operating system , physics , quantum mechanics
Two hundred and sixty‐four children aged 6.5–7.5 years (first graders) took part in a pre‐test, interaction, and post‐test experiment working on a spatial transformation task known as the ‘village task’. Cognitive progress was assessed by pre‐ to post‐test gains in both an immediate and delayed post‐test in dyads and individual participants as a control. The results indicate clear links between particular pair types with both communication processes and with learning and cognitive developmental outcomes. The present study demonstrates that gender can act as a source of status asymmetry in peer interaction to influence communication, learning, and cognitive development in same‐ and mixed‐sex dyads.