Psychology 3260: Personality
& Social Development
Don Hartmann
Spring 2006
Lecture 12: Peers II
1
Administration
The 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
2
WEB Discussion Assignments
& Due Dates
Group
I
WEB Assignment #
II
III
IV
CSI
Growing Pain
Psyched
Agrrrression
02/03
02/06
02/07
02/08
Authoritarians
02/09
Divas
02/10
Peer Pressure
02/13
Morally Distinguished 02/14
Raging Hormones
02/15
Bono
02/16
Girlie
02/19
Note: Each discussion topic closes at 5:00 p.m. two days prior to the stated due data.
3
Panel Discussion Schedule
Wednesday…
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!
4
Handout Summary
11. Sup. Lect. #3: Method III
12. HO: Autobio. Term Paper
13. Lecture #4a: Method III
14. HO: Completed Class Locator
15. Sup. Lect: Term Paper
16. Code of Academic Conduct
17. Study Guide #2: Chpt. 2
18. Lect. #7: Skinner
19. Lect. #8: Bandura
20. Study Guide #3
21. Lect. #9: Piaget
22. Lect. 10: Peers I
----23. Study Guide #4
24. Study Guide #5
25. Lect. #12:Peers II
-----
Handout*
Date
Date
------------01/13
-----------------------------
01/11
01/11
01/12
----01/13
01/18
01/18
01/18
01/19
01/24
01/25
-------------
WEB
01/27
01/30
02/03
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
5
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.
6
Supplementary References:
Friendship


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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.
7
Overview of Peer
Relations II Lecture

Nature of Peer Groups

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Friendships
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Developmental changes in peer relations
Value of Friendships
Peer Lab findings (Hartmann et al.)
Cordinates with text, pp. 425-430 &
445-450
Next: Lect. #13a: Emotions I
8
Peers!
9
The Heyday (1970-)

Descriptive studies of various ages and
groups: Who does what with whom?


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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
10
DEVELOPMENTAL CHANGES
IN PEER RELATIONS:
The Beginning


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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-andseek)
With increasing age, interactions become more verbal
and complex. By age 5, pretend play interactions
become important
11
DEVELOPMENTAL CHANGES
IN PEER RELATIONS:
Childhood & adolescence


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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)
12
DEVELOPMENTAL
CHANGES IN PEER
RELATIONS: Youth


Mid Adolescence: Heterosexual cliques &
crowds (Brown)
Old Adolescence: Dating dyads
13
What Kind of Peer
Relationship was that Again?
14
Friendships: Introduction

Definition: Reciprocal relationship with
positive affect

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Importance

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Distinct from popularity
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
15
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
16
George & Hartmann (1)

Relationship between friendship and
popularity (George & Hartmann). 5th- & 6thgrade 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
17


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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
% Reciprocation
Results of George &
Hartmann (2)
70%
50%
30%
10%
Unpop. Aver.
Pop.
Popularity Group
18
Results of George &
Hartmann (3)
Who is chosen as
friends?
 12% unpopular;
47% average; 41%
popular
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
UNPOP
KIDS
AVER
KIDS
Un Fr
Av Fr
POP
KIDS
Po Fr
19
Hartmann, Abbott, Pelzel,
George, & Ward-Anderson
70%
60%
50%
GdFrUn
GdFrVer
VBFrUn
VBFrVer
40%
30%
20%
10%
10
4
52
12
0%
1
% Friends Lost
Friendship
Stability:
Length of
Time X
Verified Status
X Friendship
Status
Weeks
20
Hartmann et al.
Why Do Children Loose Friends?

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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%)
21
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!
22
Summary of Peer Lab
Friendship findings

Children describe having a substantial number of
friendships

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Friendships are dynamic—many are changing
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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
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
23
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
24