INTERACTIONS OF LANGUAGE‐DELAYED AND NORMAL PRESCHOOL BOYS WITH THEIR PEERS Journal Articles

abstract

• SUMMARYThis study examined the impact of specific language delay (LD) on peer interactions in preschool children. Three groups of dyads were studied: normal children interacting with normal children, normals interacting with LD children and LD children with each other. The normal children were more likely to initiate interaction when the partner was non‐responsive and to attempt to dominate the interaction. The results of this study illustrate reciprocity in the social interactions of young children, the significant role of dominance and control in interaction and the sensitivity of preschool children to the characteristics of their peers.

authors

• Siegel, Linda S
• Cunningham, Charles E
• Van Der Spuy, Hermanus

status

• published 

publication date

• January 1985

has subject area

• 1103 Clinical Sciences (FoR)
• 1701 Psychology (FoR)
• 1702 Cognitive Sciences (FoR)
• Child, Preschool (MeSH)
• Developmental & Child Psychology (Science Metrix)
• Humans (MeSH)
• Interpersonal Relations (MeSH)
• Language Development Disorders (MeSH)
• Language Disorders (MeSH)
• Male (MeSH)
• Peer Group (MeSH)
• Social Dominance (MeSH)

published in

• Journal of Child Psychology and Psychiatry  Journal

keywords

• Child, Preschool
• Humans
• Interpersonal Relations
• Language Development Disorders
• Language Disorders
• Male
• Peer Group
• Social Dominance

Digital Object Identifier (DOI)

• 10.1111/j.1469-7610.1985.tb01629.x

PubMed ID

• 3972933

start page

• 77

end page

• 83

volume

• 26

issue

• 1