Kochenderfer-Ladd,
B. (2003). Identification of Aggressive and Asocial Victims and
the Stability of Their Peer Victimization. Merrill-Palmer Quarterly,
49, 401-425.
Abstract:
Despite the awareness that victims of peer aggression are a behaviorally
heterogeneous group of children, current classification procedures
limit the number of variables that may be used to identify victim
subtypes. Findings from this study, which followed 379 racially
diverse children (50% female) from kindergarten to 3rd grade,
demonstrated the utility of cluster analysis to classify children
using several criteria: teacher-rated aggressiveness and asocial
tendencies and self-reported peer victimization. Specifically,
four subtypes of victims were identified: nonaggressive nonasocial;
aggressive; asocial; and both aggressive and asocial. Group differences
in the stability of victimization are discussed. Moreover, early
levels of aggression predicted increases in victimization and
chronicity; the role of asocial behavior was less clear. While
more aggressive victims were rejected by their peers than nonaggressive
nonasocial victims, victims who were rejected, regardless of behavioral
tendencies, were more likely to remain victimized than their better
accepted counterparts. Developmental trends are discussed.
Return
to table of contents
Sandstrom,
M. J. & Cillessen, A. H. (2003). Sociometric Status and Children's
Peer Experiences: Use of the Daily Diary Method. Merrill-Palmer
Quarterly, 49, 427-452.
Abstract:
Elementary school children completed a daily diary indicating
specific peer encounters that had occurred that day at school
and participated in sociometric surveys. Diary items assessed
three categories of negative peer encounters (physical victimization,
social victimization, exclusion) and two categories of positive
encounters (positive interactions, participation in activities).
Psychometric analyses supported the distinction of these categories.
Children's reports of negative peer experiences were associated
with their reputations as assessed by sociometric nominations
(i.e., low social preference, aggression, withdrawal, and low
leadership). Children who were poorly liked or viewed as exhibiting
undesirable characteristics encountered more peer mistreatment,
while children who were well liked or viewed as exhibiting positive
characteristics encountered less. Children's reports of positive
encounters were not associated with their social reputations.
Consistent with the premise that aggressive-rejected children
experience a "kinder" social context than their less
aggressive counterparts, aggressive-rejected boys reported fewer
instances of negative treatment than withdrawn-rejected boys.
Return
to table of contents
Monks,
C. P., Smith, P. K., & Swettenham, J. (2003). Aggressors,
Victims, and Defenders in Preschool: Peer, Self-, and Teacher
Reports. Merrill-Palmer Quarterly, 49, 453-469.
Abstract:
Agreement between peer, self-, and teacher nominations for aggressor,
victim, and defender and the stability of peer and self-nominations
over 4 months was examined. Informants varied in the prominence
given to the different roles. Agreement was generally highest
for aggressor, between peers and self for victim and defender,
and between teacher and peers for aggressor. Classmates were most
consistent in nominating aggressors, which showed high stability.
Children were more likely to nominate children they liked most
for any role and gave their friends more victim nominations. Self-nominations
were low for aggressor but higher for defender and victim. Teacher
nominations were highest for aggressor. Results are discussed
in relation to the development and assessment of the roles.
Return
to table of contents
Braswell,
G. S. & Callanan, M. A. (2003). Learning to Draw Recognizable
Graphic Representations During Mother-Child Interactions. Merrill-Palmer
Quarterly, 49, 471-494.
Abstract:
The present study investigated the role of mother-child collaborative
drawing in children's creations of recognizable representations.
Thirty-two 4- and 5-year-olds played a cooperative game with their
mothers in which they were instructed to take turns drawing pictures
of farm animals for the other to guess. Mothers and children often
talked about their drawings, and many aspects (e.g., discussing
features essential for identifying referents) of these conversations
were related to microgenetic changes (over the course of the game)
in the sophistication of children's pictures. Children also appropriated
features from their mothers' drawings into their own drawings
over the course of the game. This was particularly the case for
"rudimentary" drawers. Results demonstrate that young
children learn to create graphic representations through utilizing
information from their mothers' drawings and from conversations
with their mothers about drawings, although the extent of children's
learning is related also in part to their level of drawing performance.
Return
to table of contents
Else-Quest,
N. M., Hyde, J. S., & Clark, R. (2003). Breastfeeding, Bonding,
and the Mother-Infant Relationship. Merrill-Palmer Quarterly,
49, 495-517.
Abstract:
Mothers often report that breastfeeding is an enjoyable and emotionally
beneficial experience they share with their infants. However,
little research has investigated the role of feeding method in
the development of the maternal bond and the mother-infant relationship.
This study tested two hypotheses-the bonding hypothesis and the
good-enough caregiver hypothesis-regarding the association of
breastfeeding with maternal bonding and the mother-infant relationship.
Using data from a longitudinal study of 570 mother-infant pairs,
bonding and the quality of the mother-infant relationship were
measured at 4 and 12 months. Although breastfeeding dyads tended
to show higher quality relationships at 12 months, bottlefeeding
dyads did not display poor quality or precarious relationships.
Such results are encouraging for nonmaternal caregivers and mothers
who bottlefeed their children.
Return
to table of contents
