friends w similar values, so they are not faced with negative peer influences

children alienate themselves from parents and go to peer group to gain understanding and acceptance

children are typically unpopular and are drawn to peer groups that are antisocial

children learn to compete for status in the peer group by compliance with group norms (followership) and creation of group norms (leadership)

informed about others feelings and intentions, the ability to respond appropriately, knowledge of consequences

children are more influence-able in middle childhood, less conforming in adolescence

asked if students would help a classmate with a report if asked, instead of doing what they wanted to

asked if they would go to a movie if asked by peers, even if they didn't want to see it much

make assumptive realities - theories about reality assumed to be true without examining or evaluating contradictory data

have too much faith in ones reasoning ability and cleverness (cognitive conceit - Elkind)

discover rules for testing assumptions against facts (reality testing)

situation - active behavior is more likely to be mimicked than passive behavior

model- if they are seen as similar to the observer and has admirable traits, more likely to be imitated

observer- the observer's cognitive and physical ability to reproduce the behavior influences it

children influence each other through punishment - teasing, aggression, rejection

cliques: friends who are mutually connected and do things together