Class Notes (1,100,000)
CA (650,000)
McMaster (50,000)
PSYCH (6,000)
Lecture 6

PSYCH 3AB3 Lecture Notes - Lecture 6: Age Segregation, Prosocial Behavior, Social Promotion

Course Code
Jennifer Walsh

This preview shows pages 1-2. to view the full 6 pages of the document.
Lecture 6
Chapter 5: Peers
Why are peers important to Adolescence?
Peers are roughly the same age and social status as the individual
The definition of a peer changes based on the context: In school you would consider
someone in the same grade as a peer, hoee if you ee o a spots tea it ould’t
matter how old the other person is, they would still be considered your peer.
Peers are important to them because the power dynamics are likley to be more
symmetrically, whereas between parents and individual, the power is asymmetrical and
the parents tend to have more power etc.
Individuals learn from peers; try new things, skills, ideas and roles.
Adolescence will spend 2-4 times more times than with their family: Characteristics of
the adolescence time period.
Source of happiness from peers
Age segregation- the social custom of grouping people by their chronological age
This was not prevalent till school attendance became universal
Social promotion- feeding children through the school system with those they started with. You
finish school with the same people you started with.
Age segregation is also common in sports team, girl and boy scouts etc.
Influence to culture in terms of how older and younger people communicate
Margret Mead: the pace of change within culture
Post figurative: there is slow change for social and technological change and so
elders teach children. Because nothing changes much over time, the knowledge
held by the elders is still important to youth. In these cultures it is important to
respect elders.
Co-figurative: There is faster social and technological change; some change
between generations. Both old and young have something to give and can teach
one other. This culture is more collaborative and old and young will go to one
another in terms of knowledge.
Pre-figurative: There is a really fast social and technological change and is all the
knowledge that elders have gained is no longer relevant (6 years olds can use
iPad yet their grandparents cannot use the). There is a big gap between
generations etc.
How does Peer Influence Work?
find more resources at
find more resources at

Only pages 1-2 are available for preview. Some parts have been intentionally blurred.

Normative influence: conforming to rules set out by peers because everyone else is
doing it- feel it is better to belong than to stand out. It does not have to be a scary thing,
can be very simple social customs. Doing it just because the social group is
Informational social influence- getting information from other because they have
experience and knowledge and you want that(Friend tell you about a band and you
do’t ko aout the ad ut he says good thig and so you decide to listen to the
band because he seems to have more information)- making own decisions but being
influenced by others because of their knowledge
Peer influences is important to adolescence because our need to belong is heightened-
Period is marked by a lot of change so as you change you want to still feel like you belong
A reference groups- set of peers that you will get information from
Normative information- knowing where you stand within a group as a whole
Comparative information- comparing specific things to know what is different between you
and the rest of the group- comparing individual aspect to improve yourself with that
Peers and Parents
Graph lays out by grade- a measure of conformity score- higher score means
adolescence is conforming to peers
Compare this by grade
In experiment 3 situation- neutral, pro-social and antisocial- most people fear the
antisocial influence- parents do not want you to stay at a party but you parents do not
want you to
In study, teens were given hypothetical situations and asked if they would conform or
Behaviors that a neutral and prosocial- increase from grade 3 to 9 but overall flat and so
not much influence- After the ninth grade is decreases a little
In the antisocial situations- adolescence conform to antisocial situation less-
In early and middle adolescence this is when things are more likley to do things they
do’t ot wanting to do- things the find harmful but do it just because others do it
Study: In early and middle adolescence, teens are most likely to agree to do something they
do’t at to do that they feel is haful/atisoial eahiou just eause eeyoe else is
after gr 9 it drops
find more resources at
find more resources at
You're Reading a Preview

Unlock to view full version