Литература на которую ссылается восьмая глава
1. Edwards, 1992; Fagen, 1993; Goodall, 1986; Kellogg & Kellogg, 1933; Napier
& Napier, 1985.
2. Eckerman & Didow, 1988.
3. Ainsworth, 1977, p. 59.
4. Goodall, 1986, p. 275.
5. Eibl-Eibesfeldt, 1995.
6. Letting go of mother, in primates: Goodall, 1986, p. 166. In humans: Leach,
1972; McGrew, 1972.
7. Ainsworth, 1977; Ainsworth, Blehar, Waters, & Wall, 1978. For a summary of
attachment research, see Rubin, Bukowski, & Parker, 1998.
8. Egeland & Sroufe, 1981.
9. Ainsworth et al., 1978; Belsky, Rovine, & Taylor, 1984; Sroufe, 1985.
10. Bowlby, 1969, 1973. See also Bretherton, 1985; Main, Kaplan, & Cassidy, 1985
11. Security of attachment and peer relations: Erickson, Sroufe, & Egeland,
1985; LaFreniere & Sroufe, 1985; Pastor, 1981. And problem solving: Matas, Arend,
& Sroufe, 1978. Contrary results: Howes, Matheson, & Hamilton, 1994; Youngblade,
Park, & Belsky, 1993.
12. Lamb & Nash, 1989, p. 240.
13. Fox, Kimmerly, & Schafer, 1991; Main & Weston, 1981; Goossens & van
IJzendoorn, 1990.
14. Ge et al., 1996; Jacobson & Wilie, 1986; Scarr & McCartney, 1983.
15. Brain growth: Tanner, 1978. Development of the visual system: Mitchell,
1980.
16. Motherless monkeys: Harlow & Harlow, 1962. Reared with peers: Harlow &
Harlow, 1962; Suomi & Harlow, 1975. According to Suomi, 1997, there are some
subtle behavioral deficiencies in the monkeys reared with peers and without
mothers—that is, there are some statistical differences between the behavior of
these monkeys and that of normally reared monkeys. The important point, however,
is that the behavior of these monkeys falls within the normal range of monkey
behavior. I have a lot more to say about Suomi’s monkeys in No Two Alike (Harris,
2006a).
17. Harlow & Harlow, 1962, p. 146.
18. Freud & Dann, 1967, pp. 497-500 (originally published in 1951).
19. Hartup, 1983, pp. 157-158.
20. Kaler & Freeman, 1994, p. 778. See also Dontas, Maratos, Fafoutis, &
Karangelis, 1985.
21. Holden, 1996; Rutter, 1979.
22. Wolff, Tesfai, Egasso, & Aradom, 1995, p. 633.
23. Maunders, 1994, pp. 393, 399.
24. Children reared on isolated farms: Parker, Rubin, Price, & DeRosier,
1995. Children with chronic physical disorders: Ireys, Werthamer-Larsson,
Kolodner, & Gross, 1994, p. 205; Pless & Nolan, 1991.
25. Winner, 1997.
26. Montour, 1977, p. 271; Primus IV, 1998, p. 80.
27. For the story of Victor, see Lane, 1976; for the story of Genie, see
Rymer, 1993.
28. Koluchovd, 1972, 1976. No pathological symptoms: 1976, p. 182.
29. Baby imitates baby: Eckerman & Didow, 1996; Eckerman, Davis, & Didow,
1989. Baby imitates chimpanzee: Kellogg & Kellogg, 1933.
30. Development of play, at two and a half: Eckerman & Didow, 1996. At three:
Goncii & Kessel, 1988; Howes, 1985.
31. Children’s preferences for certain peers: Howes, 1987; Strayer & Santos,
1996; Rubin et al., 1998. For same-age peers: Bailey, Me William, Ware, &
Burchinal, 1993. For same-sex
peers: Maccoby & Jacklin, 1987; Strayer & Santos, 1996.
32. Rare for children to have agemates: Edwards, 1992; Konner, 1972; Smith,
1988. Older ones form their own groups: Edwards, 1992.
33. Older ones teach the younger: Eibl-Eibesfeldt, 1989. Teasing and ridicule:
Martini, 1994; Nydegger & Nydegger, 1963. Serious aggression is uncommon:
Edwards, 1992; Konner, 1972; Martini, 1994. Children less aggressive when
playing by themselves: Lore &C Schultz, 1993; Opie & Opie, 1969.
34. Just beginning to talk: Kagan, 1978; Zukow, 1989. Conversational partners:
McDonald, Sigman, Espinosa, & Neumann, 1994; Rogoff, Mistry, Goncii, & Mosier,
1993.
35. Maretzki & Maretzki, 1963; Youniss, 1992.
36. Eibl-Eibesfeldt, 1989, p. 600.
37. Okinawan boy: Maretzki & Maretzki, 1963. Chewong children: Howell, 1988,
pp. 160, 162.
38. Archer, 1992b, p. 77.
39. Mitani, Hasegawa, Gros-Louis, Marler, & Byrne, 1992.
40. Fry, 1988, p. 1016. "La Paz” and "San Andres” are the pseudonyms that Fry
gave to these villages.
41. Harris Sc Liebert, 1991, p. 95.
42. Martini, 1994.
43. Chagnon, 1992; Valero, 1970.
44. Selective imitation: Jacklin, 1989; Perry & Bussey, 1984. Childs refusal
to speak German: T. A. Kindermann, personal communication, August 9, 1995.
45. Role-playing games are rare in some societies: LeVine & B. LeVine, 1963;
Martini, 1994; Pan, 1994. In every society, little girls make mud pies and
pretend they are food. Playing House involves more than that—it means taking on
a different persona, talking in a different voice, playing a role in a
cooperative fantasy. Mud pies are universal; playing House is not.
46. Maclean, 1977.
47. Donald imitated Gua: Kellogg & Kellogg, 1933. Children imitate older
siblings: Brody, Stoneman, MacKinnon, & MacKinnon, 1985; Edwards, 1992; Zukow,
1989.
48. Organisms have to be rewarded: Skinner, 1938. Children learn by
observation: Bandura & Walters, 1963; Rogoff etal., 1993.
49. Birch, 1987.
50. Baron, 1992, p. 181.
51. Groupness: Tajfel, 1970. Some of its characteristics: Turner, 1987.
52. Farah, 1992; Pinker, 1997; Rao, Rainer, & Miller, 1997.
53. I later came to realize that there must be three separate subdivisions of
the social module. The second, here called "groupness,” is responsible for
socialization. The third is described in No Two Alike (Harris, 2006a). Both play
a part in the modification of personality, but the third component has the major
role.
54. Scott, 1987.
55. A three-year-old knows she’s a girl: Ruble & Martin, 1998. Race doesn’t
matter: Stevenson & Stevenson, 1960.
56. Group socialization theory: Harris, 1995. Something that is done to
children: Corsaro, 1997.
57. Adler, Kless, & Adler, 1992; Readdick, Grise, Heitmeyer, & Furst, 1996.
58. Reich, 1986, p. 306.
59. Eibl-Eibesfeldt, 1989.
60. Group of people versus social category: Merten, 1996b, p. 40.
Psychological group: Turner, 1987, p. 1.
61. "DajaMeston ’96,” 1995, p. 5.
62. Bagwell, Newcomb, & Bukowski, 1998. Having a friend in fifth grade had "unique
predictive implications only for positive relations with family members” (p.
150). These two factors—friendship versus acceptance or rejection by the group—appeared
to operate independently of each other, as group socialization theory would
predict.
63. Friendship versus status in the peer group: Bukowski, Pizzamiglio,
Newcomb, & Hoza, 1996; Parker & Asher, 1993. Friends are usually members of the
same group: Hallinan,
1992.
64. Edwards, 1992; Maccoby & Jacklin, 1987; Strayer & Santos, 1996.
65. Self-categorization and preference for own gender: Alexander & Hines,
1994; Powlishta, 1995a.
66. T. A. Kindermann, personal communication, January 22, 1997.
67. S. M. Bellovin (1989, November 18). Toys and sexual stereotypes (Netnews
posting in misc.kids).
68. Maccoby & Jacklin, 1974, p. 363.
69. How to act toward the opposite sex: Sroufe, Bennett, Englund, Sc Urban,
1993; Thorne,
1993. Eleven-year-old girl explains the penalties: Maccoby & Jacklin, 1987, p.
245.
70. Hallinan &Teixeira, 1987; Hartup, 1983.
71. Schofield, 1981, p. 63.
72. Dencik, 1989; Eisenberg, Fabes, Bernzweig, Karbon, Poulin, Sc Hanish,
1993; Hubbard Sc Coie, 1994.
73. Kerr, Lambert, Stattin, & Klackenberg-Larsson, 1994.
74. Coeducation leads to mutual dislike: Hayden-Thomson, Rubin, Sc Hymel,
1987. They disliked all the girls in their class: Bigler, 1995, p. 1083.
75. Smart & Smart, 1978, pp. 198-200; Smith, Snow, Ironsmith, & Poteat, 1993.
76. Corsaro, 1993, p. 360.
77. Cognitive advances around the age of seven: Piaget & Inhelder, 1969.
Leaving home at about that age: Rybczynski, 1986; Schor, 1992.
78. My answer to this question here was based on the work ofTurner (1987). In
No Two Alike, I offer a different answer.
79. Hovering between "us” and "me”: Turner, 1987. Finding a few ways to be
different: Tesser, 1988. People in Western cultures—cultures called "individualistic”
(Triandis, 1994)—tend to remain closer to the "me” end of the continuum (to put
it in Turner's terms) than people in more traditional cultures.
80. Adler, Kless, & Adler, 1992; Maccoby & Jacklin, 1987; Maccoby,
1990;Tannen, 1990.
81. Sherif et al., 1961, p. 77.
82. What makes a leader: Bennett & Derevensky, 1995; Masten, 1986; Hartup,
1983. Aggressive children are unpopular: Hayes, Gershman, & Halteman, 1996;
Newcomb, Bukowski, Sc Pattee, 1993; Parker et al., 1995. Aggressive children
aren’t always unpopular: Bierman, Smoot, Sc Aumiller, 1993; Hawley, 2007. Those
who flare up and lash out: Caspi, Elder, Sc Bern, 1987.
83. Chance Sc Larsen, 1976; Hold, 1977. Unfortunately, the term "attention
structure” hasn’t caught on. "Dominance hierarchy” has made a comeback since
1998.
84. Eckert, cited in Tannen, 1990, p. 218.
85. Savin-Williams, 1979; Weisfeld Sc Billings, 1988. This is true especially
for boys. Girls who mature early do not always have high status among their
agemates. The reason, I believe, is that early-maturing girls are more likely to
be overweight (Frisch, 1988) and our culture tends to assign low status to
overweight people. If researchers controlled for body mass index (a measure of
body fat) in girls, I predict that they would find the same correlation between
maturity and status that they find for boys.
86. Young male chimpanzees seek out older ones: Goodall, 1986. Little boys
seek out older ones: Whiting Sc Edwards, 1988.
87. Older children have higher status: Edwards, 1992. Lower-status children
have younger friends: Ladd, 1983.
88. Bennett & Derevensky, 1995; Parker et al., 1995.
89. Hartup, 1983; Parker & Asher, 1987.
90. Brooks-Gunn & Warren, 1988; Jones & Bayley, 1950; Richman, Gordon,
Tegtmeyer, Crouthamel, & Post, 1986; Stabler, Clopper, Siegel, Stoppani, Compton,
& Underwood, 1994; Young-Hyman, 1986.
91. Jones, 1957. See also Dean, McTaggart, Fish, & Friesen, 1986; Mitchell,
Libber, Johanson, Plotnick, Joyce, Migeon, & Blizzard, 1986.
92. Coie & Cillessen, 1993; Parker et al., 1995.
93. Omark & Edelman, 1976. See also Harter, 1983; Newman & Ruble, 1988; Perry
& Bussey, 1984; Stipek, 1992.
94. Festinger, 1954; Stipek, 1992. The term "social comparison” is
Festinger’s.
95. Burns, "To a Louse,” 1786. Burns’s poem is about seeing a louse—an insect—creeping
on a lady’s bonnet. Really.
96. Dislike of strangeness, in chimpanzees: Goodall, 1988. In children: K.
Diamond, LeFurgy, & Blass, 1993; Hayes et al., 1996.
97. Older children split up into more homogeneous groups: Hallinan & Teixeira,
1987; Hartup, 1983. They form cliques: Parker et al., 1995. Members of cliques
become more alike: Cairns, Neckerman, & Cairns, 1989; Kindermann, 1995.
98. Kindermann, 1993.
99. Matthew 13:12.