How do Gender and Intimacy Influence Peer Interaction and a Level of Knowledge Acquisition?

Abstract

The gender factor, in addition to the level of intimacy, was hypothesized to have an impact on the quality of interaction. This study examined how these factors influence peer interaction and a degree of individuals' knowledge acquisition through their interaction. In the study, 5-year-old children were asked to solve a task in pairs, the way in which each child offered support to their partner during the task was analyzed. The results showed that with some gender variance, the peers with high intimacy provided misleading guidance during the task, which negatively impacted their knowledge acquisition.