Younger A J, Schneider B H, Daniels T
School of Psychology, University of Ottawa, Ontario, Canada.
J Psychiatry Neurosci. 1991 Sep;16(3):139-45.
Children's peer assessments of aggressive and withdrawn behavior are fundamentally related to developmental changes in their understanding of others. This article synthesizes research relevant to the thesis that peer assessments are dependent on children's ability both to recall the previous behavior of their peers and to predict their likely future behavior. Social schema theory, borrowed from adult social psychology, is highly relevant to such recall and prediction. Age differences, affective biases, and gender roles may color children's assessments of their peers' social behavior. Such influences should be taken into account when conceptualizing interventions aimed at enhancing children's peer status, and in measuring the success of these interventions.
儿童对攻击性行为和退缩行为的同伴评估，从根本上与他们对他人理解的发展变化相关。本文综合了与以下论点相关的研究：同伴评估依赖于儿童回忆同伴先前行为以及预测其未来可能行为的能力。从成人社会心理学借鉴而来的社会图式理论，与这种回忆和预测高度相关。年龄差异、情感偏见和性别角色可能会影响儿童对同伴社会行为的评估。在构思旨在提高儿童同伴地位的干预措施以及衡量这些干预措施的成效时，应考虑到此类影响。
