Altman, Laursen, Messinger, Perry
The
present study validates a new procedure that combines continuous measures of
proximity (Ubisense) and vocalization (LENA) into measures of peer social
interaction. The data were collected from 4 boys and 5 girls (ages 2–3 at the
outset) on 8 separate days (3–4 hours per day) over the course of an academic
year. Teacher reports of friendship were positively correlated with
continuous measures of dyadic social interaction (i.e., the amount of time
two children spent in proximity to one another, talking). Self-reports of
reciprocated friendship were marginally correlated with continuous measures
of dyadic social interaction, but only in the spring semester (when children
were older and their reports of friendship more reliable). At the individual
level, peer nominations of likeability, and teacher ratings of sociability
and withdrawal were correlated with continuous measures of social interaction
(i.e., the amount of time a child spent in proximity to other children,
talking).
