As the assessment methods, behavior observation, peer nomination and teacher assessment reflect the real state in young children's peer interaction consistently.
行为观察、同伴提名、教师评估作为三种评估角度，比较一致地反映了幼儿在与同伴交往中的行为表现；
The children are divided into five different social status by peer nomination, then compare their empathy in different cause and motivation aggression circumstances.
并且通过同伴提名法划分了五类不同社交地位的儿童，对这五类儿童在不同起因和动机攻击情境中的移情进行比较。
Methods:Based on the valid sample of 62 4-6 years old children and their mothers, the children's IQ and sociometric status were measured by the Chinese Binet Scale and peer nomination respectively.
方法选取62位4-6岁的幼儿以及他们的母亲，采用同伴提名法和中国比内智力测验评价社交地位和智商，采用中国版依恋分类卡片测量母子依恋关系。
Methods: A sample of 157 pupils' emotion display rules and peer acceptance in third and fifth grades were tested by clinical interview and social nomination.
方法：采用临床访谈和同伴提名法，考察157名三、五年级小学生的情绪表现规则和同伴接受性。
There are significant interactive effects for the level of aggressive behavior and gender on negative nomination, social preference, social impact, peer rating.
儿童的攻击行为水平与性别在消极提名、社会喜好、社会影响和同伴评定上有显著的交互效应。
The correlation between overt aggressive behavior and negative nomination, social preference, social impact, peer rating of boys is higher than that of girls.
男孩在外部攻击行为与消极提名、社会喜好、社会影响、同伴评定之间的相关均显著地高于女孩。
The correlation between relational aggressive behavior and negative nomination, social preference, social impact, peer rating of boys is higher than that of girls too.
男孩在关系攻击行为与消极提名、社会喜好、社会影响、同伴评定之间的相关也显著地高于女孩。
Sociometric nomination and the questionnaire method were applied to explore the relationship of loneliness with peer relationship, social behavior and self-perceived social competence.
有关自我觉知的研究主要集中于自我觉知与自我标准差异、对归因的影响、与情绪及心理健康的关系等方面。
Sociometric nomination and the questionnaire method were applied to explore the relationship of loneliness with peer relationship, social behavior and self-perceived social competence.
有关自我觉知的研究主要集中于自我觉知与自我标准差异、对归因的影响、与情绪及心理健康的关系等方面。
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