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Cognitive Bases for Liking and Disliking among Preschool Children

Donald S. Hayes
Child Development
Vol. 49, No. 3 (Sep., 1978), pp. 906-909
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1128269
Stable URL: http://www.jstor.org/stable/1128269
Page Count: 4
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Cognitive Bases for Liking and Disliking among Preschool Children
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Abstract

This study was designed to assess the cognitive bases for liking and disliking among preschool children. The subjects were required to report verbally why they liked their best friend and why they disliked someone they knew. Content analyses of responses indicated that propinquity, common activities, general play, evaluation, and physical possessions all provide reliable bases for liking friends. Rule violation, aggression, and aberrant behavor were found to reflect reliable dimensions of disliking. Differences were also found in the frequency with which males versus females are disliked. The data were interpreted as supporting an extension of the first stage of Bigelow's sequential-invariance model to young children.

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