ArticleThe European journal of developmental psychology2020
Validation of continuous measures of peer social interaction with self- and teacher-reports of friendship and social engagement.
Article in The European journal of developmental psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
What it found
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it, 28 citations in OpenAlex.
- From data to discovery: Technology propels speech-language research and theory-building in developmental science.Neuroscience and biobehavioral reviews · 2025Pooled it
- Decoding Preschool Social Dynamics: Automated Tracking of Spatial and Temporal Patterns to Investigate Social Interactions and Relationships in Peer Groups.Developmental science · 2026Article
- Preschoolers' prosocial behavior in groups-Testing effects of dominance, popularity, and friendship.Frontiers in psychology · 2025Article
- Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective.Autism research : official journal of the International Society for Autism Research · 2025Article
- An automated, data-driven approach to children's social dynamics in space and time.Child development perspectives · 2024Article
- Peer-Mediated Intervention for Socially Isolated Preschoolers: An Early-Stage Feasibility Study.Language, speech, and hearing services in schools · 2024Article
- Article
- Measuring naturalistic proximity as a window into caregiver-child interaction patterns.Behavior research methods · 2022Article
- Investigating Children's Interactions in Preschool Classrooms: An Overview of Research Using Automated Sensing Technologies.Early childhood research quarterlyArticle
- Reciprocal Patterns of Peer Speech in Preschoolers with and without Hearing Loss.Early childhood research quarterlyArticle
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
Abstract
The present study validates a new procedure that combines continuous measures of proximity (Ubisense) and vocalization (LENA) into measures of peer social interaction. The data were collected from 4 boys and 5 girls (ages 2-3 at the outset) on 8 separate days (3-4 hours per day) over the course of an academic year. Teacher reports of friendship were positively correlated with continuous measures of dyadic social interaction (i.e., the amount of time two children spent in proximity to one another, talking). Self-reports of reciprocated friendship were marginally correlated with continuous measures of dyadic social interaction, but only in the spring semester (when children were older and their reports of friendship more reliable). At the individual level, peer nominations of likeability, and teacher ratings of sociability and withdrawal were correlated with continuous measures of social interaction (i.e., the amount of time a child spent in proximity to other children, talking).
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.