Dodge K A, Coie J D, Brakke N P
J Abnorm Child Psychol. 1982 Sep;10(3):389-409. doi: 10.1007/BF00912329.
Sociometric nominations were used to select groups of popular, average, rejected, and neglected third- and fifth-grade children. In two studies, the peer interactive behaviors of these children were naturalistically observed in their classrooms and on the playground. In contrast to popular children, rejected children displayed fewer task-appropriate behaviors and more task-inappropriate and aggressive behaviors. Whereas rejected children prosocially approached peers as frequently as did popular children, peer responses to the approaches of rejected children were more likely to be negative. Neglected children, on the other hand, displayed relatively few task-inappropriate and aggressive behaviors, and socially approached peers infrequently. Their approaches also met with frequent rebuff by peers. The findings were discussed in terms of the behavioral bases of sociometric status. Suggestions were made for clinical researchers interested in behavioral change with rejected and neglected children.
采用社会测量提名法选取受欢迎、普通、被拒绝和被忽视的三年级和五年级儿童群体。在两项研究中，对这些儿童在教室和操场的同伴互动行为进行了自然观察。与受欢迎的儿童相比，被拒绝的儿童表现出较少的与任务相关的恰当行为，以及较多的与任务无关的和攻击性行为。虽然被拒绝的儿童像受欢迎的儿童一样频繁地以亲社会方式接近同伴，但同伴对被拒绝儿童接近行为的反应更可能是负面的。另一方面，被忽视的儿童表现出相对较少的与任务无关的和攻击性行为，并且很少以社交方式接近同伴。他们的接近行为也经常遭到同伴的拒绝。研究结果从社会测量地位的行为基础方面进行了讨论。针对对被拒绝和被忽视儿童的行为改变感兴趣的临床研究人员提出了建议。
