Leaper C
Program in Developmental Psychology, University of California, Santa Cruz 95064.
Child Dev. 1991 Aug;62(4):797-811.
Children's discourse with peers was examined in relation to speaker gender, partner gender, and age level. 138 children were matched with either a same- or an other-gender peer at the early childhood and middle childhood age levels (median ages = 5 and 7 years) and asked to play with puppets for 10 min. Speech acts were coded as either collaborative (affiliative involvement and direct influence), controlling (distancing involvement and direct influence), obliging (affiliative involvement and nondirect influence), or withdrawing (distancing involvement and nondirect influence). Girls' and boys' communication patterns were more similar than different. However, gender-related differences with medium to large effect sizes were found. Gender-typed communications were more likely at the middle childhood than the early childhood age level and in same-gender than mixed-gender dyads. The findings are interpreted in terms of developmental and contextual accounts of gender and social behavior. Recommendations for future research are offered.
研究了儿童与同伴的对话，涉及说话者性别、同伴性别和年龄水平。138名儿童在幼儿期和童年中期（中位年龄分别为5岁和7岁）与同性或异性同伴配对，并被要求用木偶玩耍10分钟。言语行为被编码为协作型（亲和参与和直接影响）、控制型（疏离参与和直接影响）、顺从型（亲和参与和非直接影响）或退缩型（疏离参与和非直接影响）。女孩和男孩的交流模式相似之处多于不同之处。然而，发现了具有中等至较大效应量的与性别相关的差异。与性别类型相符的交流在童年中期比幼儿期更常见，在同性配对中比异性配对中更常见。研究结果从性别和社会行为的发展及情境角度进行了解释。并为未来研究提供了建议。
