Rogosch F A, Newcomb A F
Michigan State University.
Child Dev. 1989 Jun;60(3):597-610. doi: 10.1111/j.1467-8624.1989.tb02741.x.
The influence of social and cognitive developmental processes on the construction of social reputation was assessed by having first-, third-, and fifth-grade (mean age of 7-0, 8-11, and 10-11, respectively) boys and girls (N = 182), identified as to sociometric status, provide free descriptions of their classmates. These descriptions were aggregated by subject (descriptions made by a child) and by target (descriptions made about a child). Discriminant analyses revealed that rejected children were segregated from their peers by negative attitudes and peer ostracism; this social reputation was more distinct for older rejected children than younger rejected children. In contrast, neglected children were perceived in less distinctive reputational terms but, unlike rejected children, were notable for perceiving peers differently. Older children were more likely than younger children to describe the reputations of their peers with complex trait concepts. Sex differences included the following: rejected boys were perceived as having characteristics polar opposite to accepted qualities for girls, whereas rejected girls were perceived as having characteristics polar opposite to acceptable qualities for boys. The social implications of cognitive developmental change and the developmental implications of social differentiation among peers were discussed.
通过让一年级、三年级和五年级（平均年龄分别为7岁0个月、8岁11个月和10岁11个月）的男孩和女孩（N = 182），根据社会测量地位进行识别，对他们的同学进行自由描述，以此评估社会和认知发展过程对社会声誉建构的影响。这些描述按主体（儿童所做的描述）和目标（关于某个儿童的描述）进行汇总。判别分析显示，被拒绝的儿童因负面态度和同伴排斥而与同龄人区分开来；这种社会声誉在年龄较大的被拒绝儿童中比在年龄较小的被拒绝儿童中更为明显。相比之下，被忽视的儿童在声誉方面的特征不太明显，但与被拒绝的儿童不同的是，他们在看待同伴方面很显著。年龄较大的儿童比年龄较小的儿童更有可能用复杂的特质概念来描述同伴的声誉。性别差异如下：被拒绝的男孩被认为具有与女孩被接受的品质截然相反的特征，而被拒绝的女孩被认为具有与男孩可接受的品质截然相反的特征。文中讨论了认知发展变化的社会影响以及同伴间社会分化的发展影响。
