dc.contributor.author | Psaltis, Charis | en |
dc.creator | Psaltis, Charis | en |
dc.date.accessioned | 2017-07-27T10:22:11Z | |
dc.date.available | 2017-07-27T10:22:11Z | |
dc.date.issued | 2011 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37581 | |
dc.description.abstract | Two hundred and sixty-four children aged 6.5-7.5 years (first graders) took part in a pre-test, interaction, and post-test experiment working on a spatial transformation task known as the 'village task'. Cognitive progress was assessed by pre- to post-test gains in both an immediate and delayed post-test in dyads and individual participants as a control. The results indicate clear links between particular pair types with both communication processes and with learning and cognitive developmental outcomes. The present study demonstrates that gender can act as a source of status asymmetry in peer interaction to influence communication, learning, and cognitive development in same- and mixed-sex dyads. © 2011 The British Psychological Society. | en |
dc.source | British Journal of Developmental Psychology | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-79956128851&doi=10.1111%2fj.2044-835X.2011.02029.x&partnerID=40&md5=85831ebb750094da94af437f10f3e3b0 | |
dc.title | The constructive role of gender asymmetry in social interaction: Further evidence | en |
dc.type | info:eu-repo/semantics/article | |
dc.identifier.doi | 10.1111/j.2044-835X.2011.02029.x | |
dc.description.volume | 29 | |
dc.description.issue | 2 | |
dc.description.startingpage | 305 | |
dc.description.endingpage | 312 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Ψυχολογίας / Department of Psychology | |
dc.type.uhtype | Article | en |
dc.description.notes | Cited By :19; Export Date: 20 July 2017 | en |
dc.contributor.orcid | Psaltis, Charis [0000-0001-8724-665X] | |
dc.gnosis.orcid | 0000-0001-8724-665X | |