Same-age Dyads Research Articles

Collaborative inhibition in same-age and mixed-age dyads.

This study examined the influence of same-age and mixed-age dyads on the collaborative inhibition effect (reduced recall in collaborative groups compared to the combined recall of the same number people who recall individually). Younger (age 18-25) and older (age 65+) adults recalled categorized word lists alone or in collaboration with a same-age or a different-age partner. On an initial recall test, the magnitude of collaborative inhibition for veridical recall was similar across dyads, regardless of age. However, age differences emerged in false recall as older adults were less likely to correct each other's errors than younger adults in same-age dyads. Older adults in same-age dyads continued to demonstrate greater false recall on a subsequent recall test, but there were no lasting costs of collaboration on subsequent recall or recognition for same-age or mixed-age dyads. Mixed-age dyads were more likely to provide a simple acknowledgment and less likely to remain silent in response to partner suggestions than were same-age partners, however, this did not affect the magnitude of collaborative inhibition. Any lasting effects of collaboration are invariant across same-age and mixed-age partners. The results demonstrate age-invariance of the retrieval strategy disruption theory and highlight collaborative process variables as complementary mechanisms of collaborative inhibition. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Exploring the components, asymmetry and distribution of relationship quality in wild Barbary macaques (Macaca sylvanus).

Social relationships between group members are a key feature of many animal societies. The quality of social relationships has been described by three main components: value, compatibility and security, based on the benefits, tenure and stability of social exchanges. We aimed to analyse whether this three component structure could be used to describe the quality of social relationships in wild Barbary macaques (Macaca sylvanus). Moreover, we examined whether relationship quality was affected by the sex, age and rank differences between social partners, and investigated the asymmetric nature of social relationships. We collected over 1,900 hours of focal data on seven behavioural variables measuring relationship quality, and used principal component analysis to investigate how these variables clustered together. We found that relationship quality in wild Barbary macaques can be described by a three component structure that represents the value, compatibility and security of a relationship. Female-female dyads had more valuable relationships and same-age dyads more compatible relationships than any other dyad. Rank difference had no effect on the quality of a social relationship. Finally, we found a high degree of asymmetry in how members of a dyad exchange social behaviour. We argue that the asymmetry of social relationships should be taken into account when exploring the pattern and function of social behaviour in animal societies.

Age Differences in Reactions to Help in a Peer Tutoring Context

DEPAULO, BELLA M.; TANG, JOHN; WEBB, WILLIAM; HOOVER, CLAUDIA; MARSH, KERRY; and LITowlTZ, CAROL. Age Differences in Reactions to Help in a Peer Tutoring Context. CHILD DEVELOPMENT, 1989, 60, 423-439. Second and fourth graders (8and 10-year-olds) were tutored by children in the same grade as themselves or 2 grades older. It was predicted that help would be selfthreatening in dyads in which the children were similar to each other in both age and achievement. In those dyads, the high achieving tutees (and their tutors) should respond to the threat by performing well; in the same-age dyads with low achievers, however, only the tutors should perform well. This pattern should be more evident in the dyads involving fourth-grade tutees, who are more sensitive than are second graders to the self-relevant implications of social comparison information. These predictions were supported. We also hypothesized that help would be supportive in dyads in which the tutors were older and smarter than their tutees, especially if cooperative contingencies were in effect. As predicted, those dyads were characterized by positive socioemotional outcomes, but poor performance by the tutees relative to their tutors.

Teaching behaviors of 9- and 11-year-old girls in mixed-age and same-age dyads.

Teaching behaviors of 9- and 11-year-old girls in mixed-age and same-age dyads.

Teaching behaviors of 9- and 11-year-old girls in mixed-age and same-age dyads.

Teaching behaviors of 9- and 11-year-old girls in mixed-age and same-age dyads.

Effects of Peer Familiarity on Play Behavior in Preschool Children

Summary Observations of the play behavior of same-sex, same-age dyads of preschool children were made during 10-minute play sessions. Each of the 48 children participated both with a familiar peer and with an unfamiliar peer. The hypothesis that both boys and girls would show more interaction with familiar peers than unfamiliar peers was supported for younger girls and older boys. Younger boys seemed little influenced by the familiarity of their play companion, while older girls showed more social interaction with unfamiliar peers. Results were compared with studies that used projective techniques, and it was suggested that the effects of peer familiarity may appear earlier in actual behavior than through these techniques.

Social Cognition and Verbal Requests Among Preschool Children

Summary This study was designed to identify possible relations between levels of social cognitive ability and requestive performance of preschool children in real-life dyadic interactions with peers. Thirty preschool children were pretested with four social cognitive tasks. They were divided into 15 same-sex and same-age dyads classified either as “high,” “average,” or “low” on social cognitive ability. The level of peer familiarity was also evaluated for each dyad. These dyads were then observed, during two free-play sessions, to assess the adequacy of their requestive interactions. Results revealed a significant effect of degree of familiarity on the frequency of verbal requests and a significant influence of the level of social cognition on the informational adequacy of the initial request. For both sessions, the appropriateness of the feedback provided by the requestee accounted for most of the variance associated with the successful outcomes of the requests. Results are discussed in terms of the natu...

One Aspect of the Development of Preschoolers' Communicative Competence: Specific Answers to Specific Questions

To investigate the development of preschoolers' ability to respond appropriately to specific questions 36 children (22 girls and 14 boys, age range 38 to 69 mo.) were videotaped in same-age dyads while they each did 2 jig-saw puzzles. The following question/response sequences were coded from the transcripts of the puzzle sessions: choice questions/choice responses; product questions/product responses; process questions/process responses. Only the oldest children, 5-yr.-olds, consistently responded appropriately to each type of question. Significant relations were detected between each type of question and appropriate response only for the 5-yr.-olds.

Social Interaction in Same- and Mixed-Age Dyads of Preschool Children

LOUGEE, MICHAEL D.; GRUENEICH, ROYAL; and HARTUP, WILLARD W. Social Interaction in Sameand Mixed-Age Dyads of Preschool Children. CHILD DEVELOPMENT, 1977, 48, 1353-1361. Social interaction was studied in pairs of preschool children in which the individuals differed in chronological age by either 2 months (same-age dyads) or 16 months (mixed-age dyads). Videotape records were made of the children's behavior during 2 10-min play periods. Social interaction and verbal communication was least frequent in younger same-age dyads, intermediate in mixed-age dyads, and most frequent in older same-age dyads. The appropriateness of the verbal behavior varied as a function of age mixture in this same manner. Mean lengths of utterance units, however, were similar in mixedand same-age older dyads. Individual accommodation to the developmental status of the companion was indicated, but this accommodation was more consistent in relation to the appropriateness of the communication than to the amount of social interaction. The results indicate that normative data derived from observations of same-age interaction may not be generalized to the mixed-age situation and that the two types of social experience may serve different functions in children's development.

Effects of Age, Sex, and Partner on Children's Dyadic Speech

GARVEY, CATHERINE, and BENDEBBA, MOHAMED. Effects of Age, Sex, and Partner on Children's Dyadic Speech. CHILD DEVELOPMENT, 1974, 45, 1159-1161. 12 triads of previously acquainted children, 42-67 months of age, were brought to a laboratory playroom. Each child was paired with 2 different partners in a free-play situation in same-age dyads. There were 12 same-sex and 24 mixed-sex dyads. The dyads were videotaped and their speech transcribed. Average number of words per utterance (W/U) and number of utterances (NU) were examined in two multiple-regression analyses. The W/U varied positively with age of speaker, but within this speech situation the speaker's W/U did not vary with that of partner. The analysis of NU supported a hypothesis of interpersonal adaptation. The NU of 1 speaker approximated that of his partner. This tendency toward adaptation was positively related to the age of the speaker.