The curiosity of abused preschool children in mother-present,teacher-present,and stranger-present situations |
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| Institution: | 1. School of Psychology, The University of Queensland, Brisbane, QLD 4072, Australia;2. School of Political Science and International Studies, The University of Queensland, Brisbane, QLD 4072, Australia;3. UQ Business School, The University of Queensland, Brisbane, QLD 4072, Australia;1. Department of Civil and Environmental Engineering, Hong Kong Polytechnic University, Hong Kong;2. Department of Civil and Environmental Engineering, University of Maryland, United States;3. Department of Marketing, University of Maryland, United States |
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| Abstract: | The purposes of this study were (a) to examine differences in the curiosity behavior of abused preschool children in three situations: with their mothers, a teacher, and a female stranger; (b) to determine whether these children would exhibit more curiosity when exposed to novel versus familiar objects; and (c) to examine several adult behaviors that are theoretically related to children's curiosity. Twenty-three 2-to 5-year-old abused low socioeconomic children participated in a warm-up session with their mothers followed by three procedurally equivalent sessions during which the child, the mother, the teacher, and a stranger were exposed to 6 novel and 6 familiar play objects. Regardless of the social situation, the children and the adults explored the familiar objects more than the novel objects. The children explored the novel objects significantly less in the stranger-present situation than in the other situations. Finally, the pattern of adult findings indicated that abusive mothers were less likely to encourage curiosity in their children than were teachers or strangers. These results were related to past research with white, middle-class, nonabused children. |
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