Leman, Patrick , Ahmed, S and Ozarow, L (2005) Gender, gender relations, and the social dynamics of children's conversations. Developmental Psychology, 41 (1).
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The authors investigated the effects of gender on the social dynamics and outcomes of conversations involving 120 children (mean age = 8 years 7 months). Children were taught particular values for different shaped counters and placed in same-gender or mixed-gender pairs with children who were taught different values. Pairs were asked to add the counters together to make a total of 100. Conversations were coded in terms of communication acts and simultaneous speech acts. Boys used more controlling acts overall and more negative interruptions in mixed-gender pairs. Girls used more affiliating acts. All children used more collaborative communication in same-gender pairings. Children whose perspective dominated used more controlling and comparatively fewer affiliating acts. When children reached a compromise, conversations were more collaborative.
This is a Submitted version This version's date is: 1/2005 This item is not peer reviewed
https://repository.royalholloway.ac.uk/items/b60117f3-bd3b-7440-6adb-63c5495df9ee/5/
Deposited by Research Information System (atira) on 27-Jan-2013 in Royal Holloway Research Online.Last modified on 27-Jan-2013