@article{ref1,
title="Social dominance in preschool classrooms",
journal="Journal of comparative psychology",
year="2007",
author="Pellegrini, Anthony D. and Roseth, Cary J. and Mliner, Shanna and Bohn, Catherine M. and Van Ryzin, Mark J. and Vance, Natalie and Cheatham, Carol L. and Tarullo, Amanda",
volume="121",
number="1",
pages="54-64",
abstract="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 &quot;wins&quot; 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.<p /><p>Language: en</p>",
language="en",
issn="0735-7036",
doi="10.1037/0735-7036.121.1.54",
url="http://dx.doi.org/10.1037/0735-7036.121.1.54"
}