A content analysis of the conversational behavior of accepted and rejected children

  • Joyce Vogel
  • Susan Phillips Keane
  • Judith C. Conger
Article

Abstract

The present study was designed to assess whether the conversational behavior of children separated into accepted, rejected, and mixed-status dyads differed along the dimensions of listening to, paying attention to, and indicating interest in their dyadic partner. Conversations of 40 third-grade dyads were analyzed as they occurred in a 2- min waiting period and a 4- min conversation period. Seventeen categories of verbal behaviors that indexed these dimensions were used as content codes. Multivariate analyses of variance performed on the observational data yielded significant main effects for status, sex, and experimental condition. Results are interpreted in terms of previous social skills research, and suggestions for future research are offered.

Key words

conversational behavior social skills dyadic interactions 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Asarnow, J. R. (1983). Children with peer adjustment problems: Sequential and nonsequential analyses of school behaviors.Journal of Consulting and Clinical Psychology, 51, 709–717.Google Scholar
  2. Asher, S., & Hymel, S. (1981). Children's social competence in peer relations: Sociometric and behavioral assessment. In J. D. Wine & M. D. Smye (Eds.),Social competence. New York: Guilford Press.Google Scholar
  3. Asher, S. R., & Renshaw, P. D. (1981). Children without friends: Social knowledge and social skill training. In S. R. Asher & J. M. Gottman (Eds.),The development of children's friendships. New York: Cambridge University Press.Google Scholar
  4. Coie, J. D., & Krehbiel, G. (1984).Academic skills versus social skill training with low-achieving,socially rejected children. Paper presented at the Sixth Biennial Meeting of the Southeastern Conference on Human Development, Baltimore.Google Scholar
  5. Coie, J. D., & Kupersmidt, J. B. (1983). A behavioral analysis of emerging social status in boys' groups.Child Development, 54, 1400–1416.Google Scholar
  6. Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective.Developmental Psychology, 18, 557–570.Google Scholar
  7. Conger, A. J. (1984). Statistical considerations. In M. Hersen, L. Michaelson, and A. S. Bellack (Eds.),Issues in psychotherapy research. New York: Plenum.Google Scholar
  8. Conger, J. C., & Conger, A. J. (1987). Components of heterosocial skill. In J. Curran & P. Monti (Eds.),Social competence and psychiatric disorder: Theory and practice. New York: Guilford Press (in press).Google Scholar
  9. Conger, J. C., & Keane, S. P. (1981). Social skills intervention in the treatment of isolated or withdrawn children.Psychological Bulletin, 90, 478–495.Google Scholar
  10. Conger, A. J., Wallander, J. S., Mariotto, M. J., & Ward, D. (1980). Peer judgments of heterosexual-social anxiety and skill: What do they pay attention to anyhow?Behavioral Assessment, 2, 243–259.Google Scholar
  11. Coulthard, M. (1977).An introduction to discourse analysis. London: Longman.Google Scholar
  12. Dion, K. K., & Berscheid, E. (1974). Physical attractiveness and peer perception among children.Sociometry, 37, 1–12.Google Scholar
  13. Dittman, A. T. (1972). Developmental factors in conversational behavior.Journal of Communication, 2, 404–423.Google Scholar
  14. Dodge, K. A. (1980a).Coding system for entry attempts in group play. Unpublished manuscript.Google Scholar
  15. Dodge, K. A. (1980b).Coding system for peer-oriented behavior. Unpublished manuscript.Google Scholar
  16. Dodge, K. A. (1983). Behavioral antecedents of peer social status.Child Development, 54, 1386–1399.Google Scholar
  17. Dodge, K. A., Coie, J. D., & Brakke, N. P. (1982). Behavior patterns of socially accepted and neglected preadolescents: The roles of social approach and aggression.Journal of Abnormal Child Psychology, 10, 389–409.Google Scholar
  18. Dodge, K. A., Schlundt, D. G., Schocken, I., & Delugach, J. D. (1983). Social competence and children's sociometric status: The role of peer group entry strategies.Merrill-Palmer Quarterly, 29, 309–336.Google Scholar
  19. Duncan, S., & Fiske, D. (1977).Face-to-face interaction. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  20. Garvey, C., & Hogan, R. (1973). Social speech and social interaction: Egocentrism revisited.Child Development, 44, 562–568.Google Scholar
  21. Goldman, J. A., Corsini, D. A., & DeUrioste, R. (1980). Implications of positive and negative sociometric status for assessing the social competence of young children.Journal of Applied Developmental Psychology, 1, 209–220.Google Scholar
  22. Gottman, J. M. (1983). How children become friends.Monographs of the Society for Research in Child Development,43(3), Serial No. 201.Google Scholar
  23. Gottman, J., Gonso, J., & Rasmussen, B. (1975). Social interactions, social competence and friendship in children.Child Development, 46, 709–718.Google Scholar
  24. Gottman, J. M., Parkhurst, J. T., & Bajjalieh, J. (1980).Children's social speech during play: A coding manual. Unpublished manuscript.Google Scholar
  25. Gresham, F. M. (1982). Social interactions as predictors of children's likeability and friendship patterns: A multiple regression analysis.Journal of Behavioral Assessment, 4, 39–54.Google Scholar
  26. Haggard, E. A. (1958).Intraclass correlation and the analysis of variance. New York: Dryden Press.Google Scholar
  27. Hartup, W. W. (1979). Peer relations and the growth of social competence. In M. W. Kent & J. F. Rolf (Eds.),Primary prevention of psychopathology, Vol. 3. Hanover, NH: University Press of New England.Google Scholar
  28. Hartup, W. W., Glazer, J. A., & Charlesworth, R. (1967). Peer reinforcement and sociometric status.Child Development, 38, 1017–1024.Google Scholar
  29. Hops, H. (1982). Social skills training for socially withdrawn/isolated children. In P. Karoly & J. Steffen (Eds.),Enhancing children's competencies. Lexington, MA: Lexington Books.Google Scholar
  30. Keane, S. P., & Brown, K. P. (1987).Intention-cue detection skills in children and their mothers: Differences between popular and socially rejected groups. Paper presented at the Society for Research in Child Development.Google Scholar
  31. Keane, S. P., & Conger, J. C. (1981). The implications of communication development for social skills training.Journal of Pediatric Psychology, 6, 369–381.Google Scholar
  32. Keane, S. P., Conger, A. J., & Vogel, J. (1984). Dyadic interactions in accepted and rejected children.Journal of Behavioral Assessment, 6, 171–188.Google Scholar
  33. Ladd, G. W. (1981). Effectiveness of a social learning method for enhancing children's social interaction and peer acceptance.Child Development, 52, 171–178.Google Scholar
  34. Ladd, G. W., & Oden, S. (1979). The relationship between peer acceptance and children's ideas about helpfulness.Child Development, 50, 402–408.Google Scholar
  35. Mettalal, G. (1981).Coding manual. Unpublished manuscript.Google Scholar
  36. Morrison, R. L., & Bellack, A. S. (1981). The role of social perception in social skill.Behavior Therapy, 12, 60–79.Google Scholar
  37. Norton, R. (1983).Communicator style. Beverly Hills: Sage.Google Scholar
  38. Oden, S., & Asher, S. R. (1977). Coaching children in social skills for friendship making.Child Development, 48, 495–506.Google Scholar
  39. Putallaz, M. (1983). Predicting children's sociometric status from their behavior.Child Development, 54, 1417–1426.Google Scholar
  40. Putallaz, M., & Gottman, J. M. (1981). An interactional model of children's entry into peer groups.Child Development, 52, 986–994.Google Scholar
  41. Richard, B. A., & Dodge, K. A. (1982). Social maladjustment and problem-solving in school- aged children.Journal of Consulting and Clinical Psychology, 50, 226–233.Google Scholar
  42. Roff, M. F., Sells, S. B., & Golden, M. M. (1972).Social adjustment and personality development in children. Minneapolis: University of Minnesota Press.Google Scholar
  43. Rubin, K. H. (1972). Relationships between egocentric communication and popularity among peers.Developmental Psychology, 7, 364.Google Scholar
  44. Rubin, K. H., & Daniels-Beriness, T. (1982). Concurrent and predictive correlates of sociometric status in kindergarten and grade 1 children.Merrilll-Palmer Quarterly, 29, 337–351.Google Scholar

Copyright information

© Plenum Publishing Corporation 1988

Authors and Affiliations

  • Joyce Vogel
    • 1
  • Susan Phillips Keane
    • 2
  • Judith C. Conger
    • 3
  1. 1.Geisinger Medical CenterDanville17821
  2. 2.Department of PsychologyUniversity of North Carolina at GreensboroGreensboro
  3. 3.Purdue UniversityWest Lafayette

Personalised recommendations