chapter 13

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Dec 6, 2023

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1. Describe the research findings about same-age interactions , as covered in the Chapter 13 Guided Notes. Unlike parent child relationship, children have same status with peers so they must learn to negotiate, compromise, and cooperate to play and achieve joint objectives. 2. Describe the research findings about mixed-age interactions , as covered in the Chapter 13 Guided Notes. Interaction among children who differ in age by a year or more. Presence of younger peers may foster development of compassion, caregiving, leadership and prosocial behavior in older kids. 3. Describe how Harlow’s research on monkeys contributed to the understanding of peer influences , as covered in the Chapter 13 Guided Notes. Peer only monkey are monkeys who are separated from their mothers soon after birth and raised with peers are highly attached to one another but very aggressive to those outside their peer group. 4. Describe what is meant by nonsocial activities , as covered in the Chapter 13 Guided Notes. Socially withdrawn children frequently refrain from social activities in the presence of peers. 5. Describe the difference between popular children and rejected children , as covered in the Chapter 13 Guided Notes. Popular children are liked by many members of their peer groups and disliked by very few, whereas rejected children are disliked by many peers and liked by few. 6. Describe what is meant by controversial children , as covered in the Chapter 13 Guided Notes, and then identify one real-life example , based on your own opinion.

Controversial children are children who receive many nominations as a liked and disliked individual from members of peer group. A real life example would be someone who is the school president or apart of the sga club where people voted for them while other students didn’t like their ideas. 7. Describe what is meant by neglected children , as covered in the Chapter 13 Guided Notes, and then identify one real-life example , based on your own opinion. Neglected children receive many nominations as a liked individual and many as a disliked individual from member of their peer group. A real life example would be someone who sticks to their own group of school and isn’t very extroverted. 8. Describe what is meant by average-status children , as covered in the Chapter 13 Guided Notes, and then identify one real-life example , based on your own opinion. Average status children are children who receive an average number of nominations as liked or disliked individuals from members of peer group. 9. Describe what is meant by withdrawn-rejected children , as covered in the Chapter 13 Guided Notes, and then identify one real-life example , based on your own opinion. Withdrawn rejected children are a group of rejected children who are often passive, social anxious social unskilled, and insensitive to peer group expectations. They are quick to anger and retaliate and a real life example could be a bully. 10. Describe what is meant by aggressive-rejected children , as covered in the Chapter 13 Guided Notes, and then identify one real-life example , based on your own opinion.

Aggressive rejected children are a subgroup of rejected who display high levels of hostility and aggression on their interactions with peers. They have the highest risk for delinquent behavior. A real life example could be someone who gets into fights often at school and talks back to the teachers.

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