研究结果或研究结果考虑配对和个体水平。所以，对于成对的结果，发现水平最高时被女孩的友谊配对进行。男孩的友谊配对在最低水平，而中期SRTS水平表明了男孩和女孩相识的配对。这些发现在年度水平和能力水平上是一致的。在采访中，发现男性和女性之间的友谊对可能参与不同类型的活动，学生的学校的包容性和男孩被school-exclusive.however，在最近的文献中关于儿童认知任务性能的一些参数。根据高尔顿等人（2003），在这项活动中的表现将需要学生之间的质量关系。这也导致一些研究认为，友谊分组（配对儿童）应更频繁地使用在教室里。相比之下，友谊的文献也发现友谊不是一个单一的概念；有发展和关系变化的友谊，这友谊活动的表达可能是经过文化尤其是性别化的活动中培养。
加拿大约克代写论文:研究结果考虑
The findings or the results of the study consider the paired and individual levels. So, for the paired result, it was found that the highest SRTs level was performed by girl's friendship pairings. Boys friendship pairing performed at the lowest level, while mid-SRTs levels are shown by both boy and girl acquaintance pairings. These findings were consistent across Year levels and ability levels. For the interviews, it revealed that male and female friendship pairs were likely to participate in different types of activity, with girls being school-inclusive and boys being school-exclusive.However, there was some argument on recent literature regarding to children's performance on cognitive tasks. According to Galton et al (2003), performance in this activity will require quality relationships between pupils. This also leading some researches to argue that friendship grouping (pairing children) should be used more frequently within classrooms. In contrast, reviews of the friendship literature also identify that friendship is not a unitary concept; that there are developmental and relational variations of friendship, and that the expression of friendship activities may be modified through culture- especially gendered activity within cultures.
