Date of Award


Document Type


Degree Name

Bachelor of Arts




In recent years, there has been a growing awareness of the importance of early peer relations in the social and emotional development of children (Hartup, 1983; Cowen, Pederson, Babagian, Izzo, & Trost, 1973; Roffl Sells, & Golden, 1972). The recognition of the contribution of peer relations to later adult adjustment has lead to a significant increase in the investigation of children's social relations. In particular, three general methodologies have been employed in these studies. First, informant reports with their origin in the sociometric tradition have utilized peer-, adult-, and self-reports to assess children's social reputations, behavioral characteristics, and self-perceptions (e.g., Coie, Dodge, & Cappotelli, 1982; Newcomb & Bukowski, 1983). Second, children's social cognitions have been evaluated to reveal age and sociometric differences in children's knowledge of social processes and conventions (e.g., Milich & Dodge, 1984; Selman & Jaquette, 1984). Third, the behavioral components of peer relations have been examined in observational investigations that have ranged from microscopic analysis in analogue settings to macroscopic analysis in naturalistic settings (e.g., Brody & Stoneman, 1981; Barker & Wright, 1955).

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