Brachfeld-Child S, Schiavo R S
Department of Psychology, Wellesley College, MA 02181.
J Genet Psychol. 1990 Mar;151(1):45-58. doi: 10.1080/00221325.1990.9914643.
The interactions of 4-, 5-, and 6-year-old friends and acquaintances in a peer teaching and game-playing situation were examined. The sample consisted of 102 children who were divided into pairs of same-age, same-sex friends or acquaintances using sociometrics. One child in each pair was randomly chosen to be the teacher and the other the learner. The teachers taught a novel board game to the learners. The most common teaching method was a combination of explaining and demonstrating the rules before the game began; older children gave more comprehensive instructions than younger children. At all ages, teachers were more likely than learners to take the first turn, issue commands, and change the rules. Friends were rated more involved with their partners, more emotionally expressive, and more competitive than acquaintances. Teachers who taught friends were rated more domineering than teachers who taught acquaintances, and learners who were taught by friends were rated more playful and friendly than learners taught by acquaintances.
研究了4岁、5岁和6岁的朋友及熟人在同伴教学和游戏情境中的互动情况。样本包括102名儿童，通过社会测量法将他们分成同龄、同性别的朋友或熟人对。每对中的一名儿童被随机选为教师，另一名为学习者。教师向学习者教授一种新的棋盘游戏。最常见的教学方法是在游戏开始前解释并演示规则；年龄较大的孩子比年龄较小的孩子给出的指导更全面。在所有年龄段，教师比学习者更有可能率先行动、发出指令并改变规则。与熟人相比，朋友被评为与同伴互动更多、情感表达更丰富且更具竞争力。教朋友的教师比教熟人的教师被评为更具支配性，由朋友教的学习者比由熟人教的学习者被评为更爱玩耍且更友好。
