Citation

Rubin RM, Hubbard JA. J. Abnorm. Child Psychol. 2003; 31(1): 65-78.

Affiliation

University of Delaware, Newark, Delaware 19716, USA.

Copyright

(Copyright © 2003, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

12597700

Abstract

The first goal of this study was to investigate sociometric status, aggression, and gender differences in children's verbalizations and cheating behavior during game playing using a fine-grained observational coding system. The second goal was to control for the effects of differential peer treatment and bias on children's behavior by observing children in a standardized procedure with unfamiliar peer confederates. Participants were 111 second-grade African American children, half average and half rejected sociometric status, half aggressive and half nonaggressive based on peer nominations, and half boys and half girls. Rejected children engaged in more cheating behavior and made more negative and argumentative verbalizations than average status children. Boys made more negative and argumentative verbalizations than girls. Aggressive children did not differ from nonaggressive children, in terms of either verbalizations or cheating behavior.

Language: en