Conversational correlates of children's acquisition of mental verbs and a theory of mind

The purpose of this study was to conduct a detailed examination of the ways mothers use mental verbs in conversations with three- and four-year-old children, and to link these usages to the children's developing understanding of mental verbs and a theory of mind. Sixty three- and four-year-olds, either attending preschool (PS) or not (NPS) were given tasks assessing mental verb distinctions and false belief. Their mothers' mental verb use was coded for (a) frequency, (b) type of utterance, (c) type of subordinate clause, (d) the person of the subject of the verb, and (e) the certainty of think. Within the three-year-olds, the NPS children performed significantly better on the mental verb comprehension task; moreover, compared to the PS mothers, the NPS mothers were found to use: (1) less statements and more questions, (2) less first person utterances and more second person utterances, and (3) think in its `very certain' form less often. In regression analyses, children's mental verb and false belief performance were positively predicted by maternal mental verb 1) questions, and 2) single clause utterances; the children's performance was negatively predicted by statements. These findings indicate how maternal input has the potential to promote or hinder children's understanding of the mind.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Processes of peer influence for antisocial behaviors: Social clique differences and associations with peer relationships

The purpose of this investigation was to evaluate the relationships between peer influence, social status, and engagement in antisocial or risk-taking behaviors. In Study 1, pilot testing with college undergraduates was used to expand on existing measures of peer influence to construct and validate the Adolescent Peer Influence Inventory. The APII was shown to have appropriate psychometric properties and to be a useful tool in the study of peer influence in late adolescence. In Study 2, 543 adolescents in Grade 10 were administered peer nomination and self report instruments to assess peer status, engagement in antisocial and risk-taking behaviors, and levels of peer influence. No evidence was found to support the hypothesis that perceived popular groups have higher levels of direct peer influence for negative behaviors than peer groups not perceived as popular. However, perceived popular status was a significant predictor of engagement in alcohol and marijuana use and delinquency. A high level of negative peer influence was a robust predictor of engagement in all of the antisocial behaviors assessed. Gender moderated the relationship between status, influence, and risk-taking behavior.

Effects of Popularity and Gender on Peers’ Perceptions of Prosocial, Antisocial, and Jealousy-Eliciting Behaviors

Perceived popularity is associated with both positive and negative characteristics, and adolescents’ stereotypes associated with popularity reflect this paradox. The current study investigated adolescents’ stereotypes associated with popularity and gender, as well as their liking for popular peers who engage in prosocial, antisocial, and jealousy-eliciting behaviors. Of particular interest was how adolescents perceive the behaviors of same-sex versus other-sex peers of varying levels of popularity. A total of 190 seventh and ninth graders were randomly assigned to evaluate, via a series of vignettes, a hypothetical same-sex and other-sex peer who was either popular, unpopular, or of neutral status. Results suggest that adolescents view popular peers as less prosocial, more antisocial, and as eliciting more romantic jealousy than other peers. Adolescents’ expectations regarding prosocial and antisocial behavior generally reflected widely held gender stereotypes. They were more accepting of antisocial behaviors enacted by other-sex peers compared to same-sex peers

Social Support and Internet Use in Transgender and Nonbinary Young Adults

This study is being conducted by the University of Oklahoma Department of Psychology’s Social Developmental Lab. This study seeks to investigate a variety of elements relevant to transgender and nonbinary young adults, including support for one’s identity, internet use, online friendships, and well being. We are recruiting 300 transgender and/or nonbinary young adults between the ages of 18-25 from across the United States. The purpose of this study is to investigate differences in online and in-person support, representation, and acceptance in transgender and nonbinary young adults

Associations Among Friendship Jealousy, Peer Status, and Relational Aggression in Early Adolescence

This study investigated the associations among peer status, friendship jealousy, and relational aggression in early adolescence, with a focus on peer status as a moderator of the association between relational aggression and friendship jealousy. Three hundred eighteen sixth-, seventh-, and eighth-grade students completed a sociometric assessment of relational aggression, popularity, and peer preference, and a self-report friendship jealousy measure. Relational aggression was negatively correlated with peer preference, but positively correlated with popularity for boys and girls. Regression analyses showed that peer status moderated the association between friendship jealousy and relational aggression for girls and boys. At low levels of peer preference, high friendship jealousy was positively associated with relational aggression for girls, but negatively associated with relational aggression for boys. Findings are discussed in light of friendship and social status maintenance processes. </jats:p

Associations Between Peer-Perceived and Self-Perceived Gender Typicality and Peer Status in Early Adolescence

Gender-typical characteristics are associated with popularity and acceptance, suggesting that gender typicality is an important component of how adolescents are perceived by peers. The current study addressed the contributions of self- and peer-perceived gender typicality in predicting popularity and liking among same- and other-sex peers. Participants were 131 7th and 8th graders from a rural, midwestern school. Same- and other-sex peer status were measured via peer nominations; gender typicality was measured via both peer nominations and self-report. Hierarchical regressions showed that self-perceived gender typicality was negatively associated with popularity among other-sex peers, and it was not closely tied to liking by same- or other-sex peers. Peer-perceived gender typicality was positively associated with liking by same-sex peers, and strongly associated with popularity among both same- and other-sex peers. The findings also suggest that gender typicality plays a more significant role in reputational, power-based status than it does for being liked. </jats:p