Developmental changes in the nature and function of social dominance among young children

1984 ◽  
Vol 5 (4) ◽  
pp. 279-295 ◽  
Author(s):  
F.F. Strayer ◽  
M. Trudel
Keyword(s):  
Young Children ◽  
Social Dominance ◽  
Developmental Changes ◽  
And Function

Aggression, and the Acquisition and Function of Social Dominance in Female Anolis Carolinensis

Behaviour ◽  
1996 ◽  
Vol 133 (15-16) ◽  
pp. 1265-1279 ◽  
Author(s):  
Cliff H. Summers ◽  
Thomas J. Andrews
Keyword(s):  
Social Interactions ◽  
Site Selection ◽  
Social Dominance ◽  
Anolis Carolinensis ◽  
Resource Acquisition ◽  
Male Courtship ◽  
Body Color ◽  
Courtship Display ◽  
And Function

AbstractFemale green anoles, Anolis carolinensis, were paired in terraria to investigate behavioral components of social interaction. Resources (perching sites, prey, and males as potential mates) were limited to assess their importance to cohabiting females. During interaction, paired females exhibited aggressive social behavior which contributed to the development of dominant-subordinate relationships. Dominant status and its relationship to differential resource acquisition was defined primarily by frequency of displacement of another female. Along with displacement, dominant females also had increased frequency of assertion displays, challenge displays, attacks and biting (Figs 1 & 2). Subordinate females were displaced more often and assumed submissive postures. No differences were found between dominant and subordinate females for perch site selection, body color or in prey capturing latency or success (Figs 3 & 4). Perch site elevation was not different between dominant and subordinate females, but was significantly lower than males. The color of paired females was not different unless males were present, in which case dominant females were darker. Paired females also respond differently to courtship display (Fig. 5). Dominant females responded with displays significantly more often than subordinate females to male courtship, indicating receptivity. The role of dominant-subordinate relationships among female A. carolinensis may include courtship and reproductive success as an important component, with consequences for the outcome of aggressive and reproductive social interactions with males.

Phonetic Imitation by Young Children and Its Developmental Changes

2014 ◽  
Vol 57 (6) ◽  
pp. 2065-2075 ◽  
Author(s):  
Kuniko Nielsen
Keyword(s):  
Young Children ◽  
Picture Naming ◽  
Voice Onset Time ◽  
Onset Time ◽  
Naming Task ◽  
Age Effect ◽  
Third Graders ◽  
Developmental Changes ◽  
Phonological Development ◽  
Before And After

Purpose In the current study, the author investigated the developmental course of phonetic imitation in childhood, and further evaluated existing accounts of phonetic imitation. Method Sixteen preschoolers, 15 third graders, and 18 college students participated in the current study. An experiment with a modified imitation paradigm with a picture-naming task was conducted, in which participants' voice-onset time (VOT) was compared before and after they were exposed to target speech with artificially increased VOT. Results Extended VOT in the target speech was imitated by preschoolers and 3rd graders as well as adults, confirming previous findings in phonetic imitation. Furthermore, an age effect of phonetic imitation was observed; namely, children showed greater imitation than adults, whereas the degree of imitation was comparable between preschoolers and 3rd graders. No significant effect of gender or word specificity was observed. Conclusions Young children imitated fine phonetic details of the target speech, and greater degree of phonetic imitation was observed in children compared to adults. These findings suggest that the degree of phonetic imitation negatively correlates with phonological development.

Definitions—The Form and Function of Relational Aggression

2018 ◽  
Author(s):  
Jamie M. Ostrov ◽  
Sarah J. Blakely-McClure ◽  
Kristin J. Perry ◽  
Kimberly E. Kamper-DeMarco
Keyword(s):  
Relational Aggression ◽  
Social Dominance ◽  
Future Directions ◽  
Form And Function ◽  
Electronic Aggression ◽  
Relational Bullying ◽  
And Function

This chapter reviews the definitions of relational aggression and other subtypes of aggression that are often studied in the developmental sciences. Specifically, definitions of relational, physical, indirect, social, verbal, nonverbal, proactive, and reactive aggression are provided. The modes, forms, functions, and contexts of aggression are reviewed, with a focus on relational aggression. Attention is given to other related constructs such as assertion, rough and tumble play, and social dominance, which should be considered and ruled out when studying subtypes of aggression. A definition and important considerations for the study of relational bullying are provided, and a brief discussion of the contexts of online or electronic aggression is given. Future directions and unanswered questions are raised.

Some aspects of form and function of humor in adolescence

2001 ◽  
Vol 14 (1) ◽  
Author(s):  
Martin Führ
Keyword(s):  
Social Interaction ◽  
Problem Solving ◽  
Developmental Changes ◽  
Sense Of Humor ◽  
Form And Function ◽  
And Function ◽  
Town Area

AbstractThis study investigates the use, form and function of humor for children aged 12–16 years in two different schools including 47 participants through interviews and 112 participants in a questionnaire. The assumption is made, that developmental changes in form and function of humor for children aged 12–13 years may be influenced by their actual environmental settings and their actual tasks. Data from 12–16 year old children from two schools (school 1, in the countryside with grade 1 to 7 and school 2 in an town area with grade 1 to 10) is analyzed to see whether adult humor appears at an earlier stage in school 1. Finally, the study considers the importance of children's sense of humor in problem solving and social interaction during the period 12–16 years.

scholarly journals Developmental changes in electroencephalographic frontal asymmetry in young children at risk for depression

2016 ◽  
Vol 57 (9) ◽  
pp. 1075-1082 ◽  
Author(s):  
Brandon L. Goldstein ◽  
Stewart A. Shankman ◽  
Autumn Kujawa ◽  
Dana C. Torpey-Newman ◽  
Thomas M. Olino ◽  
...  
Keyword(s):  
At Risk ◽  
Young Children ◽  
Developmental Changes ◽  
Children At Risk ◽  
Frontal Asymmetry ◽  
Risk For Depression

Phonological characteristics of words young children try to say

1992 ◽  
Vol 19 (3) ◽  
pp. 597-616 ◽  
Author(s):  
Wanda Dobrich ◽  
Hollis S. Scarborough
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Target Word ◽  
Developmental Changes ◽  
Consonant Clusters ◽  
Conversational Speech ◽  
Longitudinal Sample ◽  
Word Characteristics

ABSTRACTTo examine the possible persistence of phonological selectional constraints on young children's lexical choices, the words attempted in the conversational speech of a longitudinal sample of 12 normally-developing preschoolers from age 2;0 to 5;0 were scored for syllabic length, presence of consonant clusters, and distribution of constituent phonemes. Except at the youngest ages, few developmental changes in target word characteristics were seen, and the observed differences were largely accounted for by syntactic, lexical, and pragmatic factors. The results suggest that selectional constraints persist only briefly in the course of language acquisition.

Verbal Regulation of Grip Force in Preschoolers

2009 ◽  
Vol 108 (2) ◽  
pp. 540-548 ◽  
Author(s):  
Koichi Haishi ◽  
Ayumi Komatsu ◽  
Hideyuki Okuzumi ◽  
Mitsuru Kokubun ◽  
Yoshio Kitajima ◽  
...  
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Grip Force ◽  
Developmental Process ◽  
Healthy Adults ◽  
Developmental Changes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Preschool Period ◽  
Semantic Aspect

The purpose of this study was to clarify the developmental processes in verbal regulation by preschool children. Participants were 152 typically developing children (74 boys, 78 girls) between 4 and 6 years of age ( M = 5.3, SD =.8), and 30 healthy adults (15 men, 15 women) between 19 and 26 years of age ( M = 20.8, SD = 1.4). In Exp. 1, the task was to regulate grip force based on quantitative instruction which implies using a scale for regulation. Participants were required to produce a half-grip force of the maximum (Task 1). In Exp. 2, the task was grip-force regulation based on nonquantitative instruction. The participants were asked to respond with a slightly weaker grip force than the maximum (Task 2) and then a further weaker grip force (Task 3) than that used on Task 2. The regulation rates produced the extent of regulation and suggest regulation by quantitative instruction may develop earlier than by nonquantitative instruction. Also, precise grip-force regulation based on the semantic aspect of instruction may be difficult for young children. The developmental changes in the rate of performance especially observed in children of 4 to 6 years indicate that the tendency to use too much grip force disappears during this preschool period. In addition, too little grip force in regulation may reflect the developmental process toward fine grasping movements.

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