Archer recognizes that sexual selection theory is sensitive to the effects of ecologies on sex differences, yet he does not explain the impact of such variation. For example, to what degree are there ...sex differences in aggression in polygynous and monogamous societies? I demonstrate how differences in mating perceptions affect the traditional dichotomy that males compete for and females choose mates. Adapted from the source document.
The current review is a quantitative meta-analysis of the available empirical evidence related to parent-preschooler reading and several outcome measures. In selecting the studies to be included in ...this meta-analysis, we focused on studies examining the frequency of book reading to preschoolers. The results support the hypothesis that parent-preschooler reading is related to outcome measures such as language growth, emergent literacy, and reading achievement. The overall effect size of d = .59 indicates that book reading explains about 8% of the variance in the outcome measures. The results support the hypothesis that book reading, in particular, affects acquisition of the written language register. The effect of parent-preschooler reading is not dependent on the socioeconomic status of the families or on several methodological differences between the studies. However, the effect seems to become smaller as soon as children become conventional readers and are able to read on their own.
In this multimethod, multiagent longitudinal study, boys' dominance was studied as they made the transition from primary to middle school. A cohort of boys was followed as they moved from fifth grade ...(mean age 10.1 years of age) through sixth grade (mean age 12.1 years of age). Consistent with theory, dominance decreased as boys made the transition to a new group; aggression initially increased from primary school to the start of sixth grade and then decreased again at the end of the year. Additionally, and consistent with theory, dominance had a significant aggressive, but not affiliative, dimension at the start of sixth grade. By the end of the year, dominance did not have a significant aggressive dimension but did have a significant affiliative dimension. Last, both affiliative and aggressive dimensions of dominance predicted heterosexual relationships (i.e., dating) at the end of the sixth grade. Results are discussed in terms of distal, evolutionary effects and proximal, peer group effects on peer relations in adolescence.
The two goals of the present study were to determine the extent to which two forms of rough-and-tumble play (R&T/Rough and R&T/Chase) varied across early adolescence and to explore the role of each ...form of R&T in boys' dominance relations. In this longitudinal study, the two forms of R&T were statistically independent of each other. R&T/Chase did not vary from Year 1 to Year 2 and was not related to dominance, but R&T/Rough declined across time and was related to dominance displays and aggression displays. Results are discussed in terms of the role of R&T in adolescent boys' dominance relationships.
Bistrategic resource control entails using both coercive and prosocial strategies in competition for resources. The present study sought to clarify whether bistrategic involves more than simply using ...both strategies some of the time. Examining 88 preschoolers' coercion and prosociality over an entire school year, results showed that coercive resource control was used most frequently at the start of the school year, presumably to access resources and establish social dominance. Rates of prosocial resource control increased over the school year, and socially dominant preschoolers showed higher rates compared with peers, presumably to maintain resource control while keeping peers as allies. Socially dominant preschoolers also used reconciliation more often than peers, resulting in higher rates of affiliation between former competitors and more positive peer regard from fall to spring. Findings are discussed in terms of resource control theory and the importance of situating social behaviors within the behavioral and relationship context in which they are embedded.
Social Dominance in Preschool Classrooms Pellegrini, Anthony D; Roseth, Cary J; Mliner, Shanna ...
Journal of comparative psychology (1983),
02/2007, Letnik:
121, Številka:
1
Journal Article
Recenzirano
The authors examined preschoolers' aggressive and cooperative behaviors and their associations with social dominance. First and as predicted, directly observed aggressive interactions decreased ...across the school year, and same-sex aggression occurred more frequently than cross-sex aggression. Next, the authors examined the relation between aggression and reconciliation, cooperation, and social display variables. Teacher ratings of children's aggression related to observed aggression but not to observed "wins" of aggressive bouts. Instead, wins were related to cooperation and display variables. Finally, they examined the relative power of wins and cooperation in predicting 2 measures of social dominance. After age was controlled, wins alone predicted teacher-rated social dominance. Results are discussed in terms of different forms of competition and how school ethos affects these forms.
Sex differences in adults’ observations and ratings of children’s aggression was studied in a sample of preschool children (
N
=
89, mean age
=
44.00
months,
SD
=
8.48). When examining the direct ...observations made by trained observers, male observers, relative to female observers, more frequently recorded aggressive bouts, especially of boys. On rating scales assessing aggression, trained male raters also gave higher aggressive ratings than female raters. Lastly, we compared the ratings of trained female raters and female teachers on the same scale and found no differences. Results are discussed in terms male raters’ and observers’ prior experiences in activating their experiential schemata where males’ greater experience in aggression, relative to that of females, leads them to perceive greater levels of aggression.
This study of 61 preschool children used an observational, longitudinal design to examine the degree to which social dominance relationships account for time-related change in rates of aggression and ...affiliation across a school year. Specific hypotheses reflected the view that, over time, behavioral function should change in accord with the stability of social dominance relationships, social norms, and on-going developmental processes. Results showed that change in rates of aggression was non-linear (i.e., increasing then decreasing over the year), that physical and verbal forms of aggression were associated with distinct longitudinal trajectories, and that these trajectories were related to rates of affiliation and visual regard. As predicted, social dominance accounted for significant variation in these patterns. Implications for theory, future research, and school practitioners are discussed.
In this study we described development of boys’ and girls’ games on the school playground at recess as they progressed across the first year of primary school in London (UK) and Minneapolis (USA) in ...order to document age‐related trends in games during this period and to examine the predictive role of games in children's adjustment to school and more general social adjustment. Consistent with expectations, games accounted for a significant portion of children’s, but especially boys’, behavior during recess. American children played games more frequently, especially simple games, relative to English children. Consistent with expectation, the complexity of games increased, especially for boys, across the school year for children in both countries. We also examined the extent to which facility with games forecasted adjustment to school and social adjustment. Games predicted both, but only in the USA sample. Results are discussed in terms of games being an important developmental task for children of this age. Implications for future research and educational policy are discussed.
