Term
|
Definition
| solitary, parallel, associative and cooperative |
|
|
Term
|
Definition
| a succession of interactions between two people who know each other that is altered by their shared, past interactions and that also affects their future interactions |
|
|
Term
|
Definition
| to pay attention to another’s behaviour, to praise or criticize it, or to share in it |
|
|
Term
|
Definition
| childhood and adolescent peers can convince their compatriots to take risks and engage in deviant behaviour |
|
|
Term
|
Definition
| the process of evaluating one’s characteristics, abilities, values, and other qualities by comparing oneself with others, usually one’s peers |
|
|
Term
|
Definition
| a procedure for determining children’s status within their peer group in which peers nominate others whom they like best or least or rate each child in the group for her likeability or desirability as a companion |
|
|
Term
|
Definition
| investigator begins by asking each child in a group to name a specific number of peers whom he likes “especially” and the same number of peers whom he does not like very much |
|
|
Term
|
Definition
| children who are liked by many peers and disliked by very few |
|
|
Term
|
Definition
| children who have some friends but are not as well liked as popular children |
|
|
Term
|
Definition
| children who tend to be socially isolated, and though they have few friends, are not necessarily dislike by others |
|
|
Term
|
Definition
| children who are liked by many peers but also disliked by many |
|
|
Term
|
Definition
| children who are disliked by many peers and liked by very few |
|
|
Term
| agressive rejected children |
|
Definition
| rejected children who are characterized by high levels of aggressive behaviour, low self-control, and behavioural problems |
|
|
Term
| non-aggressive rejected children |
|
Definition
| rejected children who tend to be withdrawn, anxious, and socially unskilled |
|
|
Term
|
Definition
| one’s own thought as well as others behaviour |
|
|
Term
|
Definition
| attribute causes, attribute intent, evaluate goal, evaluate past performance, and evaluate self and others |
|
|
Term
|
Definition
| children’s tendency to interpret peer’s behaviour on the basis of past encounters with and feeling about them |
|
|
Term
|
Definition
| reward cost stage, normative stage, empahic stage |
|
|
Term
|
Definition
| grades 2-3 children expect friends to offer help, share common activities, provide stimulating ideas, offer judgements, by physically nearby and be demographically similar to them |
|
|
Term
|
Definition
| grade 4-5 children now expect friends to accept and admire them, to bring loyalty and commitment to a friendship, and to express similar values and attitudes towards rules and sanctions |
|
|
Term
|
Definition
| grades 6-7 children begin to expect genuineness and the potential for intimacy in their friends; they expect friends to understand them and be willing to engage in self-disclosure , share common interests, and hold similar attitudes and values |
|
|
Term
| self-disclosure or restrictive disclosure |
|
Definition
| the honest sharing of information of a very personal nature, often with a focus on problem solving; a central means by which adolescents develop friendships |
|
|
Term
|
Definition
| sharing with a peer some negative information about another child |
|
|
Term
|
Definition
| the cluster of peer acquaintances who are familiar with and interact with one another at different times for common play or task-oriented purposes |
|
|
Term
|
Definition
| an ordering of individuals in a group from most to least dominant; a pecking order |
|
|
Term
|
Definition
| a voluntary group formed on the basis of friendship |
|
|
Term
|
Definition
| a collection of people whose shared attitudes or activities have been designated by a stereotypical term, such as popular or nerds |
|
|
