According to Festinger (1954), social comparison is motivated by a desire for self-evaluation. A review of the literature suggests that children do not use comparison information for self-evaluation until 7-9 years, and yet prior to that time, they evidence considerable interest in social comparison. Thus, we propose a research project that will address two basic questions; 1) What mechanisms contribute to the onset of comparative self-evaluation at 7-9 years?, and 2) What function does social comparison serve for younger children? The first question will be addressed by means of two experimental studies on the acquisition of relevant cognitive capacities: the ability to self-reflect, and the tendancy to make stable trait attributions. Classroom observations of evaluative and comparative activity are proposed in order to validate and extend laboratory findings, and to provide exploratory data on the influence of the social environment on social comparison interest. The second question will be addressed by both classroom observation of non-evaluative comparison activity and by experimental studies exploring age differences in social comparison motivation.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
5R01MH037215-07
Application #
3376099
Study Section
Mental Health Behavioral Sciences Research Review Committee (BSR)
Project Start
1982-01-01
Project End
1989-11-30
Budget Start
1989-01-01
Budget End
1989-11-30
Support Year
7
Fiscal Year
1989
Total Cost
Indirect Cost
Name
New York University
Department
Type
Schools of Arts and Sciences
DUNS #
004514360
City
New York
State
NY
Country
United States
Zip Code
10012
Pfeifer, Jennifer H; Rubble, Diane N; Bachman, Meredith A et al. (2007) Social identities and intergroup bias in immigrant and nonimmigrant children. Dev Psychol 43:496-507
Martin, Carol Lynn; Ruble, Diane N; Szkrybalo, Joel (2004) Recognizing the centrality of gender identity and stereotype knowledge in gender development and moving toward theoretical integration: reply to Bandura and Bussey (2004). Psychol Bull 130:702-10
Martin, Carol Lynn; Ruble, Diane N; Szkrybalo, Joel (2002) Cognitive theories of early gender development. Psychol Bull 128:903-33
Altermatt, Ellen Rydell; Pomerantz, Eva M; Ruble, Diane N et al. (2002) Predicting changes in children's self-perceptions of academic competence: a naturalistic examination of evaluative discourse among classmates. Dev Psychol 38:903-17
Alvarez, J M; Ruble, D N; Bolger, N (2001) Trait understanding or evaluative reasoning? An analysis of children's behavioral predictions. Child Dev 72:1409-25
Szkrybalo, J; Ruble, D N (1999) ""God made me a girl"": sex-category constancy judgments and explanations revisited. Dev Psychol 35:392-402
Pomerantz, E M; Ruble, D N (1998) The role of maternal control in the development of sex differences in child self-evaluative factors. Child Dev 69:458-78
Pomerantz, E M; Ruble, D N (1997) Distinguishing multiple dimensions of conceptions of ability: implications for self-evaluation. Child Dev 68:1165-80
Pomerantz, E M; Ruble, D N; Frey, K S et al. (1995) Meeting goals and confronting conflict: children's changing perceptions of social comparison. Child Dev 66:723-38
Ruble, D N; Eisenberg, R; Higgins, E T (1994) Developmental changes in achievement evaluation: motivational implications of self-other differences. Child Dev 65:1095-110

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