Familiarity and children's behavior in same-age and mixed-age peer groups.

Investigated the hypothesis that differences in children's behavior in same- and mixed-age peer groups found in previous research (e.g., J. Goldman, 1981) were an artifact of different degrees of familiarity or acquaintanceship between group members. 144 previously unacquainted 1st- and 3rd-grade children were assigned to same- and mixed-age triads, and their performance at a tower building task was assessed. Following this baseline measurement, triads were randomly assigned to conditions where familiarization with teammates was manipulated, and then task performance was reassessed. The mixed-age effects found in previous research were replicated, and some of the differences found between same- and mixed-age interaction decreased when older Ss became familiar with their younger teammates. Possible mechanisms underlying mixed-age interaction are discussed. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)