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1.
This study investigated the accuracy of parents' judgments about their children's cognitive, social, and motor abilities as well as the relationship between accuracy of prediction, and child performance. Subjects were preschool-age children and their mothers. Mothers were significantly less accurate in predicting their child's success or failure on the social items than on the cognitive and motor items. In all domains, overestimations of ability were more common than underestimations, with the greatest incidence of overestimations occurring for social items. The correlation between accurate predictions by the mother and correct response by the child was .79, and the correlation between overestimation and child competence was -.80. These findings support the “match” hypothesis, which posits that mothers who have more knowledge of their children are better able to create optimally challenging environments. Reasons for mothers' poorer ability to predict and greater tendency to overestimate their children's social understanding are discussed.  相似文献   

2.
The major purpose of this study was to attempt to understand some of the reasons for the high academic achievement of Chinese and Japanese children compared to American children. The study was conducted with first and fifth graders attending elementary schools in the Minneapolis metropolitan area, Taipei (Taiwan), and Sendai (Japan). 1,440 children (240 first graders and 240 fifth graders in each city) were selected as target subjects in the study. The children were selected from 20 classrooms at each grade in each city and constituted a representative sample of children from these classrooms. In a follow-up study, first graders were studied again when they were in the fifth grade. The children were tested with achievement tests in reading and mathematics constructed specifically for this study, the children and their mothers were interviewed, the children's teachers filled out a questionnaire, and interviews were held with the principals of the schools attended by the children. In the follow-up study, achievement tests were administered, and the children and their mothers were interviewed. Background information about the children's everyday lives revealed much greater attention to academic activities among Chinese and Japanese than among American children. Members of the three cultures differed significantly in terms of parents' interest in their child's academic achievement, involvement of the family in the child's education, standards and expectations of parents concerning their child's academic achievement, and parents' and children's beliefs about the relative influence of effort and ability on academic achievement. Whereas children's academic achievement did not appear to be a central concern of American mothers, Chinese and Japanese mothers viewed this as their child's most important pursuit. Once the child entered elementary school, Chinese and Japanese families mobilized themselves to assist the child and to provide an environment conducive to achievement. American mothers appeared to be less interested in their child's academic achievement than in the child's general cognitive development; they attempted to provide experiences that fostered cognitive growth rather than academic excellence. Chinese and Japanese mothers held higher standards for their children's achievement than American mothers and gave more realistic evaluations of their child's academic, cognitive, and personality characteristics. American mothers overestimated their child's abilities and expressed greater satisfaction with their child's accomplishments than the Chinese and Japanese mothers. In describing bases of children's academic achievement, Chinese and Japanese mothers stressed the importance of hard work to a greater degree than American mothers, and American mothers gave greater emphasis to innate ability than did Chinese and Japanese mothers.  相似文献   

3.
This study compared mothers' and caregivers' attributions for children's misconduct and their corresponding affective and behavioral responses. Forty mothers of 4-year-olds and 40 caregivers employed in childcare settings responded to a series of hypothetical incidents in which a 4-year-old child engaged in a norm violation such as aggression or failed to be altruistic. ANCOVA analyses indicated that mothers and caregivers differed in their causal attributions for children's misbehavior. Mothers and caregivers also differed in their affective and behavioral responses to children's failures to be altruistic, but not in their responses to children's norm violations. Regression analyses performed on the combined scores of mothers and caregivers found that attributions to the stability of the behavior predicted use of induction and a greater emphasis on responding to the misbehavior. A power assertive response was particularly likely if a respondent believed that a behavior was caused by stable personality factors. The documentation of linkage between causal attributions and socialization behavior has implications for parent training and early childhood education. Increasing parents' awareness of developmental processes and external factors that affect a child's behavior may result in a less punitive approach to discipline. Early childhood curricula that encourages examination of adult biases in analyzing children's behavior may assist caregivers to become more reflective and self-aware in interactions with young children.  相似文献   

4.
2 principles from attribution theory, covariation and hedonic bias, were employed to examine mothers' attributions for their children's outcomes in the academic, social, and personality domains. Mother of 5–17-year-old gifted, regular, and special education children who were from only-child or multiple-child families made attributions for offspring outcomes to childrearing practices, genetics, and the environment. Based on the covariation principle, it was predicted that mothers of only children would attribute greater importance to child-rearing practices as causes of their children's outcomes than would mothers of multiple children. In addition, predictions based on the hedonic bias led us to hypothesize greater endorsement of child-rearing attributions for gifted (perceived high success) than special education (perceived low success) children. Both hypotheses were supported across all 3 domains. The dilemma of perceived parental responsibility and the usefulness of an attributional approach for understanding parents' causal beliefs are discussed.  相似文献   

5.
This study investigated the accuracy of parents' judgments about their children's cognitive, social, and motor abilities as well as the relationship between accuracy of prediction, and child performance. Subjects were preschool-age children and their mothers. Mothers were significantly less accurate in predicting their child's success or failure on the social items than on the cognitive and motor items. In all domains, overestimations of ability were more common than underestimations, with the greatest incidence of overestimations occurring for social items. The correlation between accurate predictions by the mother and correct response by the child was .79, and the correlation between overestimation and child competence was –.80. These findings support the "match" hypothesis, which posits that mothers who have more knowledge of their children are better able to create optimally challenging environments. Reasons for mothers' poorer ability to predict and greater tendency to overestimate their children's social understanding are discussed.  相似文献   

6.
OBJECTIVE: This multi-method study of 102 mothers, fathers, and children examined children's difficult temperament as a moderator of the links between parental personality and future parenting. METHODS: Parents described themselves on the Big Five traits and Optimism. Children's difficult temperament was observed at 25 and 38 months in paradigms that assessed proneness to anger. Each parent's responsive, affectively positive parenting was observed in lengthy naturalistic interactions at 67 months. RESULTS: Regardless of child temperament, for mothers, low Neuroticism, and for fathers, high Extraversion predicted more positive parenting. For difficult, anger-prone children, mothers' low and high Optimism and fathers' low and high Openness were associated, respectively, with less or more positive parenting. CONCLUSIONS: Challenges due to children's difficult temperaments appear to amplify links between parental personality traits and parenting.  相似文献   

7.
The effects of early maternal employment (employment during the child's first 3 years) and recent maternal employment (employment during the previous 3 years) on 189 second-grade children from low-income families were examined. Maternal employment was related to a number of selection factors. In comparison to mothers who were not employed, employed mothers scored higher on a mental aptitude test and were more highly educated. Both early and recent maternal employment were also associated with measures of the current family functioning: there was less poverty and higher HOME environment scores when mothers were employed. Hierarchical multiple regressions showed that children's math achievement was positively predicted by early maternal employment and children's reading achievement was positively predicted by recent maternal employment, even after controlling for selection effects and current family environment. These results are discussed in terms of possible mechanisms by which maternal employment may affect children's development.  相似文献   

8.
Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs.  相似文献   

9.
OBJECTIVE: Although maternal internalizing symptoms and parenting dimensions have been linked to reports and perceptions of children's behavior, it remains relatively unknown whether these characteristics relate to expectations or the accuracy of expectations for toddlers' responses to novel situations. DESIGN: A community sample of 117 mother-toddler dyads participated in a laboratory visit and questionnaire completion. At the laboratory, mothers were interviewed about their expectations for their toddlers' behaviors in a variety of novel tasks; toddlers then participated in these activities, and trained coders scored their behaviors. Mothers completed questionnaires assessing demographics, depressive and worry symptoms, and parenting dimensions. RESULTS: Mothers who reported more worry expected their toddlers to display more fearful behavior during the laboratory tasks, but worry did not moderate how accurately maternal expectations predicted toddlers' observed behavior. When also reporting a low level of authoritative-responsive parenting, maternal depressive symptoms moderated the association between maternal expectations and observed toddler behavior, such that, as depressive symptoms increased, maternal expectations related less strongly to toddler behavior. CONCLUSIONS: When mothers were asked about their expectations for their toddlers' behavior in the same novel situations from which experimenters observe this behavior, symptoms and parenting had minimal effect on the accuracy of mothers' expectations. When in the context of low authoritative-responsive parenting, however, depressive symptoms related to less accurate predictions of their toddlers' fearful behavior.  相似文献   

10.
Social and Emotional Competence in Children of Depressed Mothers   总被引：3，自引：0，他引：3  
The relations between maternal unipolar major depression and children's self-concept, self-control, and peer relationships were studied in a middle-class, predominantly white sample of 96 families. Each family included a target child between the ages of 5 and 10. Depressed mothers varied on whether or not the child's father also had a psychiatric disorder. Well mothers all had spouses with no psychiatric disorders. Analyses controlled for marital status, age, and sex of child. Children completed measures of self-concept and peer relations skills; teachers completed measures of self-control and a rating of popularity with peers. Results supported the multiple risk factor model in that fathers' psychiatric status and parents' marital status explained much of the variability in children's social and emotional competence. Maternal depression alone, in the context of a well husband/father, was only related to children having been rated by their teachers as less popular. Results are discussed in terms of possible mechanisms by which maternal depression may interact with paternal psychopathology and divorce in relation to children's social and emotional competence. The findings may further indicate that older children are more vulnerable to these multiple risk factors than younger children.  相似文献   

11.
Cognitive processes associated with child neglect   总被引：1，自引：0，他引：1  
OBJECTIVE: To compare neglectful and non-neglectful mothers on information processing tasks related to child emotions, behaviors, the caregiving relationship, and recall of child-related information. METHOD: A natural group design was used. Neglectful mothers (N=34) were chosen from active, chronic caseloads; non-neglectful comparison mothers (N=33) were obtained from community agencies serving families. Participants were administered the IFEEL Picture task to assess maternal perceptions of infant emotions, eight vignettes of young children's behavior to assess attributions for child behavior across different scenarios, and a passage recall task to assess information processing problems. A measure of depression was used as a covariate to control for this variable. RESULTS: Neglectful mothers were significantly less likely to recognize infants' feelings of interest, more likely to see sadness and shame, more inaccurate at labeling infants' emotions, and had a more limited emotion vocabulary. They also made more internal and stable attributions for children's behaviors in situations where it was not clear whether a child was at risk of harm, and had poor recall of information. Depressive symptoms had little effect on these findings with the exception of information recall. CONCLUSIONS: Neglectful mothers show significant problems in information processing concerning their child's emotions and behaviors, which may affect their childrearing behavior. Cognitive-behavioral interventions to improve parents' abilities to recognize their child's emotions and to address maladaptive attributions may be of value.  相似文献   

12.
We studied the extent of sex-typing across different areas of child functioning (personality, interests, activities) in middle childhood as a function of the traditionality of parents' gender role attitudes and the sex composition of the sibling dyad. Participants included 200 firstborn children ( mean = 10.4 years old), their secondborn siblings ( mean = 7.7 years old) and their mothers and fathers. Family members were interviewed in their homes about their attitudes and personal characteristics and completed a series of seven evening telephone interviews about their daily activities. We measured children's attitudes, personality characteristics, and interests in sex-typed leisure activities (e.g., sports, handicrafts) as well as time spent in sex-typed leisure activities and household tasks (e.g., washing dishes, home repairs) and with same and opposite sex companions (i.e., parents, peers). Analyses revealed that sex-typing was most evident in children's interests and activities. Further, comparisons of girls versus boys and sisters versus brothers revealed that differences in children's sex-typing as a function of fathers' attitudes and sibling sex constellation were most apparent for children's activities. A notable exception was sex-typed peer involvement; time spent with same versus opposite sex peers was impervious to context effects. Analyses focused on children's sex-typing as a function of mothers' attitudes generally were nonsignificant.  相似文献   

13.
The speech behavior of 14 depressed and 18 nondepressed mothers during conversations with their 3-year-old children was examined in this study. Given the general motor retardation, reduced energy level, and social withdrawal of depressed individuals, the speech patterns of depressed mothers were predicted to differ from the speech patterns of well mothers. Depressed mothers vocalized less often and responded less quickly to the cessation of their children's speech than healthy mothers. However, in a mildly stressful situation (awaiting a doctor's visit) the depressed mothers, but not the healthy mothers, significantly increased their level of speech productivity. Children of the depressed mothers spoke less than children of healthy women, particularly while sitting and eating lunch with their mothers. The observed difference in the mothers' behaviors was interpreted as an indication that the 2 groups of children are exposed to very different patterns of socialization. The offspring of depressed women are being taught both to keep social interaction to a minimum and to be overreactive to even mild stresses. The differences in the children's behavior may indicate that already these 3-year-old children have learned to keep their interactions with their mother to a minimum. This manner of adaptation may have negative effects on the child's continued social, emotional, and cognitive development.  相似文献   

14.
We examined emergent regulation of conduct from infancy to the second year. Multiple observational measures at home and in the laboratory assessed, at 8–10 months, the child's restraint and attention ( N = 112), and at 13–15 months, compliance to mother, internalization of her prohibition, and quality of motivation in the mother-child teaching context ( N = 108). We replicated the findings previously reported for older children that supported our view of compliance and noncompliance as heterogenous: Committed compliance was higher to maternal "don'ts" than "dos," with the reverse true for situational compliance; girls surpassed boys in committed compliance; and committed, but not situational, compliance related positively, and passive noncompliance negatively, to children's internalization of maternal prohibition. We extended previous work into three new directions: children's committed compliance and passive noncompliance in control contexts related predictably to their motivation in mother-child teaching contexts; restraint at 8–10 months predicted higher committed compliance at 13–15 months; and focused attention at 8–10 months was associated with contemporaneous restraint and modestly with committed compliance to maternal "dos" at 13–15 months.  相似文献   

15.
The purposes of the present study were to examine associations between risk factors and the cognitive performance from one to three years of age of children living in poverty, and to investigate the protective and/or promotive effects of EHS on children's cognitive skill performance. Analyses were conducted using data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3001 children and families living in poverty. There were four main findings. First, children's cognitive skill scores decreased significantly from one to three years of age in comparison to national norms. Second, children whose families were on government assistance, children whose mothers had less than a high school education, children who received lower levels of cognitive and language stimulation at home, and children who had higher levels of negative emotionality evidenced more rapid rates of decline. Third, children in families who received government assistance, children whose parents were unemployed, and children whose mothers had less than a high school education had lower cognitive skill scores at three years of age. Fourth, children who were enrolled in Early Head Start (EHS) had higher cognitive skill scores at three years of age than their peers who were not in EHS. Implications for policy and early education are discussed.  相似文献   

16.
Some recent studies have found a relation between the number of siblings 3–4-year-old children have and their performance on false belief tasks. 2 experiments reported here examine a variety of factors in children's social environments, including daily contact with peers and adults as well as the numbers of their siblings, on a battery of false belief tests. In Experiment 1, 82 preschoolers were studied in Rethymnon, Crete, in order to obtain a range of extended kin available as a resource for the child. In Experiment 2, 75 Cypriot preschoolers were studied in Nicosia in order to examine the influences of each child's daily social contacts, as measured by maternal questionnaire. Logistic regression revealed that the factors which account for most of the predicted variance on the theory of mind tests were ( a ) the number of adult kin available (Experiment 1) or adults interacted with daily (Experiment 2), ( b ) the child's age, ( c ) the number of older siblings a child has, and ( d ) the number of older children interacted with daily. The results suggested that theory of mind is not simply passed from one sibling to another in a process of social influence. It seems more likely that a variety of knowledgeable members of her or his culture influence the apprentice theoretician of mind.  相似文献   

17.
Mary Dozier 《Child development》1991,62(5):1091-1099
The reported experiments demonstrate that young children's ability to use previous behavioral information to predict future behavior emerges on quantitative, but not dichotomous, judgment tasks. In a first experiment, kindergartners, second graders, and fourth graders made quantitative liking judgments and predictions for peers after being presented 2 pieces of behavioral information. Children of all 3 age groups used both pieces of information in their liking judgments and predictions. In a second experiment, kindergartners were presented with 2 types of tasks; one was a quantitative prediction, comparable to the task in Experiment 1, and the second were dichotomous predictions, comparable to judgment tasks typically used in other experiments. Children's predictions were significantly more consistent with the behavioral information on the quantitative task than on either of the dichotomous tasks. These results suggest that young children believe in the ability of interpersonal behavior, but have difficulty dealing with the complexity of some prediction tasks.  相似文献   

18.
OBJECTIVE: Several components of a social information processing model of child physical abuse were tested. Abusive and comparison mothers' evaluations of children's transgressions, choices of disciplinary techniques, expectations for children's compliance following discipline, and appraisals of the appropriateness of disciplinary choice were examined in a no-cry and a crying-infant condition. METHOD: Thirty physically abusive and 30 matched comparison mothers were individually matched on ethnic background, age, education, marital status, number of children, and cognitive ability. Mothers were asked to respond to questions related to vignettes describing children engaging in moral, conventional, and personal transgressions. RESULTS: As predicted, abusive, relative to comparison, mothers evaluated conventional and personal, but not moral, transgressions as more wrong, used more power assertion (physical and verbal force), expected less compliance from their own children, and appraised their own disciplinary responses as less appropriate. In contrast to expectations, there were no group by cry condition interaction effects on any of the study measures. CONCLUSIONS: The findings provide additional support for the view that abusive, relative to comparison, mothers are different in their evaluations and expectations of their own children's behaviors and that they more frequently select aversive disciplinary techniques. However, given the lack of an expected differential impact of a stressful condition on the cognitions and disciplinary choices in abusive mothers, additional research is needed.  相似文献   

19.
Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers filled out 2 questionnaires asking about their literacy beliefs and practices while children's print-related knowledge was assessed directly. Results indicated that mothers of children with SLI held somewhat less positive beliefs about literacy and reported engaging in fewer literacy practices compared to mothers of children with TL. For the entire sample, maternal literacy practices and beliefs predicted children's print-related knowledge, although much of this association was accounted for by maternal education. Subgroup analyses focused specifically on children with SLI showed there to be no relation between maternal literacy beliefs and practices and children's print-related knowledge. The present findings suggest that the home literacy experiences of children with SLI, and the way that these experiences impact print-related knowledge, may differ in important ways from typical peers.  相似文献   

20.
This study examined relations between maternal control and evaluative feedback during the second year of life and children's mastery motivation and expressions of self-evaluative affect a year later. Participants were 75 toddlers (35 girls, 40 boys) and their mothers. Maternal controlling behavior and evaluative feedback were examined while mothers taught their 24-month-olds a challenging task. Children's mastery motivation and expressions of self-evaluative affect were assessed during easy and difficult achievement-like tasks when they were 36 months old. Maternal evaluative feedback and control style at 24 months predicted children's shame, persistence, and avoidance of mastery activities at 36 months. Specifically, negative maternal evaluations at age two related to children's later shame, especially when feedback was linked to children's actions or products; positive maternal feedback overall, as well as corrective feedback, related to children's later persistence; mothers who engaged in more autonomy-supporting control with their 2-year-olds had children who were less likely to avoid challenging activities at age 3. Children's pride at 36 months was not predicted by mothers' behavior at 24 months.  相似文献   

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