The origins of reciprocity and social exchange in friendships.
The origins of reciprocity and social exchange in friendships.
复制标题
友谊中互惠和社会交换的起源。
DOI：
10.1002/cd.35
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发表时间：
2002
期刊：
影响因子：
--
通讯作者：
Hartup,WillardW
中科院分区：
文献类型：
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作者：
Laursen,Brett;Hartup,WillardW
出生时，婴儿对其他婴儿没有兴趣，也没有能力与他们互动。然而，在生命的头两年内，他们开始参与协调的活动，并与其他年轻人建立互惠关系。积极的提议会被给予和接受，消极的（敌对的）提议也会得到回报，某些伙伴会比其他伙伴更受青睐——通常是那些之前有过互惠社会互动的伙伴。协调的社会互动和伙伴玩伴偏好在婴儿期和幼儿期逐渐显现，在第二年加速成熟（Brownell, 1990; Howes, 1983）。在学前阶段，特定的社会规定被附加到他们（Gleason, 1999），最终，一个复杂而微妙的意义系统包含了儿童对朋友和友谊的期望（Bigelow和LaGaipa， 1975）。在本章中，我们继续努力概念化儿童在与其他儿童的社会关系中使用的意义结构，特别是在彼此之间的亲密关系中。我们的目标是更好地描述孩子们对友谊关系的认识，以及这种认识是如何随着年龄的增长而变化的，然后考虑这些变化是如何映射到孩子们与朋友之间的社会交流的变化的。我们的论点建立在以下论点之上：通过深层结构层面的分析（一种关系的社会意义或本质）和表层结构层面的分析（社会交换中涉及的行为），可以最好地理解友谊关系的发展变化
At birth, infants have no interest in other infants or capacity for interaction with them. Yet within the first two years of life, they come to engage in coordinated activity as well as reciprocal relationships with other youngsters. Positive overtures are given and received, negative (agonistic) overtures are also reciprocated, and certain partners come to be preferred over others—usually those with whom reciprocal social interaction has occurred previously. Coordinated social interactions and partner playmate preferences are gradually evinced across infancy and toddlerhood, accelerating in sophistication during the second year (Brownell, 1990; Howes, 1983). Specific social provisions are attached to them during the preschool years (Gleason, 1999), and eventually, a complex and nuanced meaning system encompasses children’s expectations about friends and friendship (Bigelow and LaGaipa, 1975). In this chapter, we continue efforts to conceptualize the meaning structures that children use in social relations with other children, especially in close relationships with one another. We aim to describe better children’s knowledge about friendship relations and how that knowledge changes with age, and then consider the ways these changes map onto changes in the social exchanges that children actually have with their friends. Our argument builds on the thesis that developmental changes in friendship relations can best be understood using a deep-structure level of analysis (the social meaning or essence of a relationship) and a surfacestructure level of analysis (the behaviors involved in social exchanges in