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Related Experiment Video

Updated: Jul 20, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

Close relationships, individual differences, and early literacy learning

A D Pellegrini¹, L Galda, D Flor

¹Institute for Behavioral Research, University of Georgia, Athens 30602, USA.

Journal of Experimental Child Psychology

|January 24, 1998

Summary

Friendships foster better conflict resolution and richer language use in children. This study highlights how emotional bonds in friendships support children's development of communication skills.

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Area of Science:

Child Psychology
Developmental Psychology
Social Interaction

Background:

Friendships are characterized by emotional investment and mutuality.
These unique qualities may influence conflict dynamics and language development.

Purpose of the Study:

To compare conflict resolution and language use between friends and nonfriends in kindergarten dyads.
To test a process model linking temperament, interactions, conflict resolution, and language use.

Main Methods:

Kindergarten children were observed in friend and nonfriend dyads throughout the school year.
Data collected on conflict occurrences, resolutions, and the use of emotional and literate language.

Main Results:

Conflict rates were similar between friends and nonfriends.
Friends, however, resolved conflicts more frequently and used more emotional and literate language.
The proposed process model for literate language development was supported.

Conclusions:

The unique characteristics of friendships facilitate more constructive conflict resolution and advanced language skills in children.
Temperament plays a role in the interactional pathways leading to language development.