CHANGES IN FRIENDSHIP STATUS AS A FUNCTION OF REINFORCEMENT

Abstract

48 preschool Ss (mean age = 58 months) were paired as mutually neutral friends to test the hypothesis that friendship status, as defined by a picture sociometric test, is affected by the reinforcement schedule used in a cooperative task. The experimental conditions were continuous reinforcement, fixed ratio 20, fixed ratio 40, and nonreinforcement. Pre-experimental and postexperimental friendship assessments were made on an individual basis. An analysis of variance for repeated measures revealed that all Ss receiving reinforcement increased in friendship status as rated by their partners. Although there were no reinforcement schedule effects, the direction and size of the friendship changes were in the expected order. Implications for further research and practical application of the findings are discussed. Most of the research in the area of friendship has been concerned with the Ss' personality as a major determinant of friendship (e.g., Austin & Thompson 1948; Frankel 1946; McCandless & Marshall 1957; Morton 1960; Philip 1940; Reese 1961; Thompson & Nishimura 1950). There have been studies which investigated the effects of friendship status on performance levels (Cohen 1962; Ex 1959; Gottheil 1955; Hartup 1964; Phillips & D'Amico 1956), although none considered experimental manipulations of variables which may effect changes in friendship. It was the primary purpose of the present study to investigate changes in preschool children's friendship status as the result of reinforcement schedules in a cooperative task.