Abstract
Previous studies suggest that one characteristic of friendship should be similarity in terms of attributions, attitudes, and behavioral tendencies. Using an experimental approach, the present study investigated whether preschool children judge that similarity in physical appearance or behavioral tendencies affects friendship selection. Experiment 1, which used human-like figures as stimuli, revealed that both 4- and 5-year-olds (n = 32 and n = 30, respectively) judged that similar physical appearance affects friendship selection. We conducted a second experiment to test whether children were making judgments according to friendship selection, and not merely physical similarity; thus, in Experiment 2, we used nonhuman figures as stimuli, and found that 5-year-old children (n = 31) judged that similar physical appearance would affect friendship selection, whereas 4-year-old children (n = 31) showed no significant responses to any stimuli; this might be related to the development of the ability to make mental attributions to inanimate figures. The present findings suggest that young children regard similar physical appearance as an important factor for friendship selection. At least at the age of five, similarity might be an antecedent to friendship.
Highlights
The social world, which surrounds us from the time we are born, gradually expands as we develop
In the 4-year-old group, for the appearance, combined appearance and activity level, and combined appearance and motion track tasks, a significantly greater number of participants (z = 4.82, z = 3.70, and z = 3.32, respectively) judged the figure that was similar in appearance as being the one who would befriend the target figure
Regarding the activity level and motion track tasks, the numbers of 4- and 5-year-olds who judged each figure as being likely to befriend the target figure was within the chance level
Summary
The social world, which surrounds us from the time we are born, gradually expands as we develop. Relationships with peers play an essential role in social development; for instance, children learn how to behave by becoming members of and identifying with a peer group (Harris, 1995). Analysis of early peer relationships and the process through which they are formed is important in determining the subsequent social consequences for children and their prospects. Dyadic peer relationships are characterized by members of the same sex (Masters & Furman, 1981). Those on antisocial behaviors, have shown that children in the same peer group seem to have similar behavioral tendencies—even antisocial children tend to associate with other antisocial children Adolescents tend to bond with those who are similar in substance use (Dishion, Capaldi, Spracklen, & Li, 1995; Eiser, Morgan, Grammage, Brooks, & Kirby, 1991; Fisher & Bauman, 1988) and delinquent behavior (Fisher & Bauman, 1988; Kandel, 1978; Rodgers, Billy, & Udry, 1984)
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