ERIC Number: ED195332
Record Type: RIE
Publication Date: 1980-Sep
Reference Count: 0
Self-Definition and Peer Relations in Two-Year-Old Boys.
Levine, Laura E.
The major hypothesis of the present study is that interest and competence in interacting with age-mates emerges in two-year-olds out of the process of defining self as separate from other in the context of the mother-child bond during the first two years. Seventy-eight two-year-old boys were administered four measures of self-definition and 40 were then paired with like-scoring peers in two peer interaction sessions. A different pattern of interaction was found for High and Low scoring boys. Boys who showed clearer self-definition initially defined their "territory" with a peer through claiming toys and subsequently increased positive verbal interaction. Low scoring boys increased only in exchanging and showing toys to a peer over time. Self-definition was also found to be related to interferences in the mother-child bond. High scoring children had had briefer separations from their mothers, particularly during the first year of life. They were less likely to have siblings, and their mothers held more positive attitudes about reciprocal interaction with their child. (Author/MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Michigan Univ., Ann Arbor.
Authoring Institution: N/A
Identifiers: Self Definition
Note: Based on Ph.D. dissertation, University of Michigan. Paper presented at the Annual Meeting of the American Psychological Association (88th, Montreal, Quebec, Canada, September 1-5, 1980).