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7.16, p < .01

Note. Values represent mean proportions of verbal responses that were of each type. For the interaction of Time x Remark x Gender Composition, F (6, 548) = 3.11, p < .05.

Note. Values represent mean proportions of verbal responses that were of each type. For the interaction of Time x Remark x Gender Composition, F (6, 548) = 3.11, p < .05.

same-gender peer. Interview responses also suggested that children pursued different social goals in interactions with other-gender than with same-gender peers. They tried less to speak up to make the teasing stop, they tried more to play better so that the other person would stop teasing them, and they worked less hard to get along with the other person.

Although there were consistent, significant differences showing that children responded more negatively to provocation by other-gender peers, it is important to acknowledge that many of these were evident even during the practice session, before the provocation began. Also, although children's responses to other-gender peers were more negative across all measures in the study, the magnitude of the differences between responses to same- and other-gender peers was often small. Understanding that children respond more negatively to provocation by an other-gender peer fits with the claims of Two Cultures Theory, but the small size of the differences suggests that these initial negative reactions may be amenable to change.

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