Just teasing: a conceptual analysis and empirical review.
Level 5 - mechanism / opinion, no new human data
Narrative review and conceptual analysis without systematic methodology
PubMed 11316012 · doi:10.1037/0033-2909.127.2.229
What was done
The authors conducted a conceptual analysis and narrative review drawing on Erving Goffman's concepts of face and strategic interaction to define teasing as a playful provocation commenting on something relevant to the target. They synthesized existing empirical studies examining the triggers, developmental trajectory, social hierarchy contexts, gender dynamics, individual differences, and cultural aspects of teasing.
What was found
No quantitative effect sizes or numerical values are reported in the abstract. The authors report that norm violations and interpersonal conflict prompt teasing. Developmentally, children engage in more playful teasing around ages 11 and 12, accompanied by increased comprehension and enjoyment. Teasing occurs more frequently and with greater hostility when initiated by men, familiar peers, and high-status individuals, though gender differences are smaller than typically assumed.
Why it matters
The paper provides a unifying conceptual framework that explains how teasing can yield both prosocial affiliative outcomes and hostile interpersonal consequences.
Limits
The abstract reports no sample size, search methodology, inclusion criteria, or statistical metrics. As a narrative review, it lacks systematic evaluation of study quality and risk of bias across the synthesized literature.
Cited by
- supports Individuals who tease in a playful way that highlights group norms without humiliating others are more popular within the group.