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Psychology 3260: Personality & Social Development

Don HartmannSpring 2006

Lecture 12: Peers II

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AdministrationThe library has a Writing Center (in

conjunction with the Writing Program) on Level 3 “to help students at all levels become better writers.” (Phone # 587-9122 or just drop by the 3rd floor of Marriott in the Atrium area). Ben is your man.

If your group elected to write autobiographical papers, but a minority would like to present to the class, they are welcome to recruit from other groups. Please let me know who you are.

• Reed Dow• Salem Honey

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WEB Discussion Assignments & Due Dates

WEB Assignment #Group I II III IVCSI 02/03Growing Pain02/06Psyched 02/07Agrrrression 02/08Authoritarians 02/09Divas 02/10Peer Pressure 02/13Morally Distinguished 02/14Raging Hormones 02/15Bono 02/16Girlie 02/19

Note: Each discussion topic closes at 5:00 p.m. two days prior to the stated due data.

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Panel Discussion ScheduleWednesday…Feb. 15th

Feb. 22nd Identity (Murquia et al.)Feb. 29th Mar. 08th

Mar. 15th Bullying (Borski et al.)

Mar. 29th

Apr. 05nd: Family topic (Kyle et al.) Apr. 12th

Apr. 19th

Get you time period now, they are going like hot cakes!

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Handout Summary Handout*

WEB Date Date

11. Sup. Lect. #3: Method III ----- 01/1112. HO: Autobio. Term Paper ----- 01/1113. Lecture #4a: Method III ----- 01/1214. HO: Completed Class Locator 01/13 -----15. Sup. Lect: Term Paper ----- 01/1316. Code of Academic Conduct ----- 01/1817. Study Guide #2: Chpt. 2 ----- 01/1818. Lect. #7: Skinner ----- 01/1819. Lect. #8: Bandura ----- 01/1920. Study Guide #3 ----- 01/2421. Lect. #9: Piaget ----- 01/2522. Lect. 10: Peers I ----- 01/2723. Study Guide #4 ----- 01/3024. Study Guide #5 ----- 02/0325. Lect. #12:Peers II ----- 02/03-----*Handout date refers to the date the handout was distributed in class. WEB date

indicates the date the handout should have been included on the class WEB site. A dashed line indicates that the handout either was not distributed in class or was not placed on the WEB.

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Study Guide Assistance from the Instructor

Based upon past experience, a number of you will wait until the night before the exam to prepare answers to the study guides. You should know the rules relating to requests to the instructor for help on the study guides:

I do not take class material home with me, so I am unlikely to be able to answer questions after 5:00 p.m. on the evening prior to the exam—or any other evening.

You are to use the instructor as a last resort after consulting with class mates about study guide answers.

The instructor will not answer more than 3 study guide questions per request and you are limited to 1 request per day.

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Supplementary References: Friendship Bukowski, W.M., & Hoza, B. (1989). Popularity

and friendship: Issues in theory, measurement, and outcome. In T.J. Berndt & G.W. Ladd (Eds.), Peer relationships in child development (pp. 15‑45). New York: Wiley.

Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In W. Damon (Series Ed.) N. Eisenberg (Vol. Ed.), Handbook of child psychology, Vol. 3: Social, emotional, and personality development (5th ed., pp. 619-700). New York: Wiley.

Terry, R., & Coie, J.D. (1991). A comparison of methods for defining sociometric status among children. Developmental Psychology, 27, 867-880.

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Overview of Peer Relations II Lecture

Nature of Peer Groups Developmental changes in peer

relations Friendships

Value of Friendships Peer Lab findings (Hartmann et al.)

Cordinates with text, pp. 425-430 & 445-450

Next: Lect. #13a: Emotions I

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Peers!

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The Heyday (1970-) Descriptive studies of various ages

and groups: Who does what with whom? Chums, rejects, crowds, friendships;

group structure (e.g., dominance) Who are the major players: Asher,

Berndt, Coie, Dodge, Gottman, Howes Methods old and new: Sociometric

assessments and observations; sequential analysis

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DEVELOPMENTAL CHANGES IN PEER RELATIONS: The Beginning

Infants touch within the first 3 months of life Around 6 months of age share toys, food, and

the like with peers By 1.5 years engaging in coordinated play with

peers (see example involving Larry and Bernie on p. 441)

By 2 years, complementary roles (e.g., hide-and-seek)

With increasing age, interactions become more verbal and complex. By age 5, pretend play interactions become important

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DEVELOPMENTAL CHANGES IN PEER RELATIONS: Childhood & adolescence

Elementary school: Interactions become increasingly sophisticated. Some identification with groups, such a Brownies and Cubs (6-10).

Preadolescence (8.5-10): Chumships (Sullivan)

Early Adolescence: Same-sex cliques (Dunphy)

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DEVELOPMENTAL CHANGES IN PEER RELATIONS: Youth

Mid Adolescence: Heterosexual cliques & crowds (Brown)

Old Adolescence: Dating dyads

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What Kind of Peer Relationship was that Again?

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Friendships: Introduction Definition: Reciprocal relationship with

positive affect Distinct from popularity

Importance Source of social support Conflict resolution skills Preparation for adulthood Can have bad consequences as well: Quality

of friendships Developmental Changes: Increasingly

intimate and fewer in number with age

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Friendships: Introduction Definition: Reciprocal relationship with

positive affect Distinct from popularity

Importance Source of social support Conflict resolution skills Preparation for adulthood Can have bad consequences as well: Quality

of friendships

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George & Hartmann (1) Relationship between friendship and

popularity (George & Hartmann). 5th- & 6th-grade children administered a rating scale sociometric‑‑and children

were divided, by classrooms, into the bottom .25 (unpopular), middle .50 (average), and top .25 (popular)

Completed a questionnaire asking them to list up to 15 people who they considered to be their good friends

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Results of George & Hartmann (2) Children reported a

mean ≈ 12 good friends

80% of friends within a year of age

Few children had reciprocated cross‑sex friends

70% in same school 10%

30%

50%

70%

Unpop. Aver. Pop.

% R

ecip

rocati

on

Popularity Group

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Results of George & Hartmann (3)

Who is chosen as friends?

12% unpopular; 47% average; 41% popular

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

UNPOPKIDS

AVERKIDS

POP KIDS

Un Fr Av Fr Po Fr

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Hartmann, Abbott, Pelzel, George, & Ward-Anderson

Friendship Stability: Length of Time X Verified Status X Friendship Status 0%

10%

20%

30%

40%

50%

60%

70%

1 12 52 104

GdFrUnGdFrVerVBFrUnVBFrVer

% F

rien

ds L

ost

Weeks

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Hartmann et al.

Why Do Children Loose Friends? Lack of recent Contact (33%) Change in Interests (23%) Negative Personality (21%) Replaced by Other (21%) Conflict (13%) Third Party (10%) Violation of Trust (10%)

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Pelzel, Barrett, & Hartmann

Feelings about their most significant friendship loss

What emotions did the loss precipitate? Anger, sadness, & confusion

How strong were the emotions? 2/3 stated experiencing strong negative feeling

How long did the feelings last? More than a month!

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Summary of Peer Lab Friendship findings Children describe having a substantial number

of friendships A substantial minority of which are not in their

classroom almost all of which are same gender many of which are not reciprocated Popular children are over-represented on lists of good

friends Friendships are dynamic—many are changing

How dynamic varies depending on how we assess Friendship loss

Occurs for a variety of reason And most individuals experience some pain with their

most significant friendship loss

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Summary of Social Cognition Lecture

Scientific Investigations Of The Peer Group: Heyday (1970‑)

Issues In Peer Relations Developmental changes in

peer relations Friendships

Next: Lect. #13a: Emotions Go in Peace