MAY BE

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INFORI-1ATION TO USERS

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TH'r's UISSER.TAT. ION HASftEN · .

· MICROFILMED EXACTLY AS[RECEIVEO

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d!'hi s-· copy. was produced from a mi c.ro- . fic11'e

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PLEASE · NOTE: Some · pages may. ^{have ·. -}

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~ <_.~ ca·riadi~n Theses · oi 'vision' ·.

· · Catalogu.ing Branch ·.· ·

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Nati 9na 1· Library. of. Canada

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Ottaw. a, Canada· · ·. - . K11X

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THE. EFFECTs·

6r

^DOMINANCE

RANK ^i>.Ntf

^{sEx oN}

, .. ^{• 0}

PRESCHOOL CHILUREN ¹

S ·

,PROXE~C. BEHA\{IC?R ·

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·•

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·by

. · .

• ·Robert John

Cof'.tin

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·A ';r'besis submitted ~n ·part~al ~u.lfillinent ₁1

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t.h~ requireinEmtS· for the

' ae"g.ree.

of

. < ...

,.. Master o(Arts . .:-'·":

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_J

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'Department. of

~t~rop6logy , ,,~ ···':

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M~Jn<?-~_ial _Univers~ty of ... Newf9,uhdlarid

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. ABSTRACT. ^.

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^{.•·. . : '}

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^{"' . :.} . .

.

. ~ . . ... . .

An.,ei'gh.t week fie~d study.~ .~tilizi~g.,natur~li~ttc; ·me~·hods o·f ·observation, .

}"I• / , ·• ,• • • •_.-rr·, • \

'·· .. .a . . . . . . . . /"

w.as. conducted in_;a· S.t. J_ohn:¹ s· day. car.e centre t'o asce't:t'ain. 'th·e effects ,of .rank

• .:. . •"1• •

· .·in the. domi_nance•hiei:arcllY· a1_1d sex

o~

p·re.school.

c~~.l~ren'·~. proxemi~. beh.av~r

• ' • - . • I - ' . .

·. ·. :··

.

ori ·.both. the ·. mic~ospatial ^'\•. and macrO.spatial .behaviciral,levels. . ·· · ·

' . ,

.

A dopri.nance hierarchy bas.ed qn 'the· outicqme of dyadic phy~ical and verbal_., ··

v. :.:: ! . "'

'·

ag~~isti~

eri:cout:tters was· construc.ted' fo'r ;each\

se_~· ·.J

t was found· .that males ..

. ..

.. ^:'

'mar~. ~I.l~.rolved it'l doJllinanc.e · behav.ibrs ;thaii. girls •

.

.. ~oys were also foun'd to· be

.

..

• .. ,.

...

., '

generally dominant ···over girls.

. ,,

-

~· ^.

_..

·'... .

~n ·o.~der

^{to test}

th~ ~sefulness

^of

dominan~e

_·

..

rank ·and

·s · ~~

as ·interveni.ng

I •', .·~·

. . ,

variab1~~.• a numb_er of hyp~t~eses concerning preschoo·l.rchildren' s · p'roxemic

• o 0 o o' ., I ~ ^{; o •} 0 o '', I

·behavior were· derived _. fro~ studies on nonhuman prl.mates qnd human adults and

•'. . , .

... ••. .• •• ' .1' ... • •

.. teste-d, on a group of: preschool ·ch-;!.ldren •. Dominance ran.k differen.ce~J·with

,,•

.

. ^~

.... f . . ,• •• .. ' • :· ...

dominants. being. more direc~ th~n subordinates, ·'were fo~nd. to be··significant .

. .

. ^·. ~

· .

~ ' . . ,-·: . ·::~.. . . ~

for. tactile contact'·

and

voice 'loudness in both s·exes, and for . eye co':ltact in .·.'

,_

..

~ J ·'

gir.ls: •. ... s~x· diq~re~c~s w~re .. found i:n 'eye contact. and body orient:ati~n.', with

.

.

^' _.

males being more direct and involved ·in both cases.

. ^...

there were r'ank di!f.fereilces i~ j~risdictional behavior· and· ar.eas avoided for

; o l I o lj I ' ' ' ' • ' ' ; I o ' • ' : f ' -~ ^o

. ..

. . .

gi~~s, ~ith dominants. showing moie ju~isd~ction and fewer avoided ~reas,. b~t

' t.h~re ··w~re: n~ ~r.a~·k .· !li~f~r~nces .~ott•

^{any :measu.res}

~~r

^{b;ys> 'No}

~e~

^·

d~f;~;~nc~~-'

,, . . .

··wera

f0~nd ~ O~~d 'in

the presChOOl.

chfld~en

^{IS nJa.CrOsp}atitil pro:xemiC behaVfOr.

. .. , ....

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, • , ot'' . ' . . • . . '. • •

· I t was,

~. ~ricl.uded

^{that· bQth.._}

s~x

^and.

,domin~~ce: ra~k ~a.r·e ~~e'fb~

^_as inter.:.

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- · .

^·.

^{·. ·}

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. . . ' .

vening variables· it;l the· prediction. of pi:es.choo~ cb.iidr~n' s proxemic .behavior. ·

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.: . . .ACKNOWLEDGEMENTS. · .

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I would. very ;much':like

t9 take

this op};iort;unity ~9 say ~hanks to. ~he

' .

. .

. ..

.. · ^·~

many people'who.both helped me

. . - li

.. r .. r • • •

Wl.th this thesis and ~ade',my. :s.t~y as

.

. a -~raduate. .. .

~ ·.stud_ent at Memorial a pleclsari·t ^{,. ~ :.}

...

^{.·: ·,.}

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lJf ,., • • •

First, I woul.d :like to

thahk

the ·members of·my t:hes·;s co'nimitt~_el ~Y~

"·~·.·

...

.. ;· .•.

. .

· .·

• . ,r

..

^·

"':..-·:

.. .,_.

~uperyi~or:,.

^{D,r • . Rober_t·}

~arikat:-, ·o~~

^{;Jean Br.iggs,·}

a~d

^{.Dr. 'Jon}

·x:ren,· f~r·

^{theii .•}

. . . . . .. . . . ~· . = . . .. •, . . ·. . ' ...

..

^'

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helpf~Jl c6mmerit~ 'a.~d s~_gge7t:ions..

^{· I} would also like to thank: Prof. Louis

'

Cniaran:o;~e,

Dr.

·~red

Geari.ng, ·<7nd

J?;. ,

^Jack

·S·t;~wb~id·g;e

who

.off~red co~ents . on ·

_;

' • • • • • • • • • • 0 :. . • • • • • ••

. .

^~-.•

-the re~earc!t. :pr~posal·. · .,. ·· · ·

• •· . . • • • • • 0 ' 0 . :· .. . .. ~ ^••• ~ ^{• . . • • • . .} ~ ^{• • • '}

Phyliss Artis' was very·.,he!lpful, iri my· finding a _{. . .}

.

. . . . . .

.

. . -day care'·cen.^~ tre. in

whi;;;h · ·

..

'to. do· the

re·searc.h;.'~ Sus~n A~~.es · . <J.ncl:

^{the· othEi:r}

t·~acher!?.' ~t .th~:.sc~oo1' .:_h~i~~d· · ·

^{:· .... ·.: :··: . : .·}

'. • •••••• ••• • • .. • • ' • • j ~ ^{• : - • " • ... • • • • • •• •} ".! ^{0 0}

me

w~th

many

det.iliJ,.s

and .iila'd'e the ..

~bservational 'asp~ct ~f the.: .st~4y

.. an en)'oyable' :. :

• ' o,, , ' o, • I • • • • • " f.. o '

, .,

..

one.· ^,·.

. . .

..

· ...

;r· wou~d also like to' thank Prci.L ·Tom Nemec whq, althO\:l~_h:n6t involv~d. ilj ^{t . . .•.}

t' • • ••• 'J,

' • • • J •• • • " • • • '· • '\, . ' • • • • • • • • • • • _: •

this thesis' iri _{·. :} any.·way, helped

_{. .} .

. . . .. me 'ih numerous., . other .

.

^. ~ays^. ' and ^{~ -was} a fine·. person to· study with.. Thanks· also to

~le·x·

^E.s.t;-ada,. "iiln

~nder_g·r~duate ~r-of~-~~or, · W:ho

• • • ~ • • ~ 0 . . • " ' • • ,. • • • ' • • • • . .

. ·' '

.

. .. . . . . .

'i-iad···ari.

i~~~-tan~

infl\,\ence .on me, and'·my

fello~ grad~ate

students for many. ... .

•. - . • 0 •• ... : ...

.

. :( ^.•

moments of comic· relief . . :

My wife, Susan ^I }_1elpe~ me. with.

the

organiz~tion ^'of this ·report and.' too~t . '

'"many hou~s· away from her own wor~ to._h.E71P me' with t~.~ .frustrating ·statistical.

analysis •. To her', I offer m~ny thanks.

'•.

.

^.

. ^.

subjects

of

^this tes~arah for being''·enlightening as we'll as fun to be with.

'

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.•. TABI,E: OF ·CONTENTS ·

. . . . ·

..·· · . .

^{, ... ·. \}

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. •. ' :YIST OF FIGURES.,;

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, ' ·usT . OF· TAB!.BS _~-

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. · •. INTRODUCTION .

. .. ^·

' :

• ' to \ • .. - : • -~~I

Stat~ent of t~e Prol::lleni ··

. ·r,· .

s~_gn'i.f _;ican;:e. 0~ the· .Study

· -

^.

. .

^' _.•

.

.

.,

.

^{. . ~}

. ..

. ..

. .

^{. .} :

•. L~m~tat~ons of tbe Study

•' ' .

.

^{. .}

'. ~

..

Dq~inarice Hierarchies··...:: Introduction ..

• 1 .. •,

D?mirian~-~ .H~erar_cpie~. ~

..

No~ptU'ila~

Primates .

• 0 • •

oorn.i,nance Hieratch:ies ::;.· Humans .

>

• Biological :eases of Sex Differences· in Dominance

Behavior,, ^{.I •}

The Ef·fects of· Dominance Rank' and Sex on Micro- . -spatial Proxemic Behavior ·._ ·

The Effects of Domitl~nce Rank

a:pd.

sex on Macro-·

:

....

. . ..

spatial ·Proxemic Behavior:

. . . . . . .. ^.~-'\ . .

.. .

Th~oretioal Backg~ound

: , .. ^~

'

... ..

. ..

.

·.

Page v

..·

,•

.

vi :J

1 3 3 5

7 9 13 .17

21

.

·.

33

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-~, ·I•

i· .

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41 ~·

'-+ ··,_

Hypotheses _. 'f; .· · . 48

II.I

..

^. ~TH?D?L.OGY

. t

Research· Settincj ·

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~opu1a.~~on: .a~d Sample ...

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Chapter _:.··

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. Data and' In~truments· .

.

.···

.. ..

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Measures imd Ope'rattqnal ' ' I o Definiti~ns o o . . '

~ ,· '.

Analysis.' ..

...

· •'

IV 'RESULTS AND D+SCU~.S!PN

\.

.. ..

,',: Dominahce ''Behavior

.

^'

.

.

..

E.esults .of Hyp9.th'eses Test!!d ;

·.•

Discussion ^{O j j ~} ~. ---⁰⁰

':

Micro's-~ati'al· _{. . , .} Proxemic' Be"avior ·

...

·'

~ ..

Nac'.rosp~t"i~l Pro~em;i_c·

Behavi,or.

. .· ^' .

:.

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P.r.edicting i>'r'ox.emfc. Behavior·

S~RY. AND.' CONC~USI~NS

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BIBliOGRAPHY

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Play Room

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Dominance Hierarchy

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Age and .Musculature in Relat~on rHr

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Sex Differences in Mict"ospat'ial ·Proxeinic "Da,ta (MeeHan ScoJ;es). ' ·. · ·

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Rank Differences .in Eye Gontac~

Ran'k D~fferences in Tactile Contact

Rank Dffferences in Macrospatial Proxemic:

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INTRODUCTION ., . ^'

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· Fiai

1, has -~~rmed 'proxeD)ic~ .. - ·Hal·l -(~966) -coiQed the· te~ proxemics . to · refe~ ..

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_ th~

.study of m<;li1_'s

~e .la"tion~hip

to. the spatial

d;lm~'nsion.--ot'

his

·envi~on-

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. me.nt·-: -his. _spatial nee_~s- and percepti.on~;- his structu:i:.ing an~ use of· space .

Th.is. i!}cludes a broad

ra-~g~ ·

of sPat:i.a-1-

behavi-o'r~ f'ro~ th~~ ~~e·_·

of space 'in ..

~nterpers~-na~ ··interact~on· t-~;-~e·.

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re~1~r~~·. d~~~de~

^{the s}

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^of

p~oXemi6 ^6ehayi;t· itit~ thre~

ca t;:egori.es: (1) . mic.rospace·; . ( 2) .·. ~esGlspace:;_. (3) . macrosp~ce. · The

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mi.s'cr~p~-t·i~l

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·. perso~~i

s.9Cial.:i,n.te.ractib.n ·while the ·meso .and

l!lacrospati~~

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th.e · t):ansactioils that take place betewen. man_ and· his p.rox_i_mate -~n~iro~ment:~· · ·, .. , ··

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L e • . mesosp~~iai refers to ·the arrangeme·nt of furniture and other. architect- .

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u·r.al_. _feattires . .whil~ macrospat~al . . refers .. to the a·rrangemeni: o~ .thea~ . . fea,,. tures ~ .

'in to larger uni tf?. T-his th~sis is: conc:-erned with ~res.choo_l children '.s ~-se of.

_space on J;?i:>th the 'microsp~dal and· macrosp~tia·l· levels. Th.at· is., the' use o-f space. in

'interpers~nal

encounters'

and _

trans,a'ctions

,bet~een

-the children· and the' .

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'·arch'itec t~nil features-" of the nur~ery schoo~ were .examined.·

Hall (1974: 16) ~otes that ht?W an i.ndivid~~l reacts spat:Lally ·to ·others

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.is· the •proquc.t of· a. nu~be7; of s i tuadonal factors· such as the context ·of' the

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si_t uation and./the

e~ot_iQnit .a~d ~-~rs~~:~.{t~es

_of. t_he indiYidu'als

i_nvol~e~ ~~

the interadtion . . Each of

th~~e

factors can be· further sj.tbdiv:ided; for .

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