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1.
We examined inhibitory control as a quality of temperament that contributes to internalization. Children were assessed twice, at 26–41 months ( N = 103) and at 43–56 months ( N = 99), on repeated occasions, in multiple observational contexts and using parental reports. Comprehensive behavioral batteries incorporating multiple tasks were designed to measure inhibitory control at toddler and preschool age. They had good internal consistencies, corresponded with maternal ratings, and were developmentally sensitive. Individual children's performance was significantly correlated across both assessments, indicating stable individual differences. Girls surpassed boys at both ages. Children's internalization was observed while they were alone with prohibited objects, with a mundane chore, playing games that occasioned cheating, being induced to violate standards of conduct, and assessed using maternal reports. Inhibitory control was significantly associated with internalization, both contemporaneously and as a predictor in the longitudinal sense. The implications for considering children's temperament as a significant, yet often neglected contributor to developing internalization are discussed.  相似文献   

2.
This study examined longitudinal and concurrent relations between temperament, ability estimation, and injury proneness. Longitudinal assessments of Inhibitory Control were collected through a behavioral battery at toddler (33 months) and preschool ages (46 months). Parent-reported measures of Inhibitory Control and Extraversion also were obtained at those ages. At school age (76 months), children participated in a set of tasks to assess overestimation and underestimation of physical abilities. Parents provided reports of children's temperament and injury history at school age. Results showed that children who were high on Extraversion and low on Inhibitory Control as toddlers and preschoolers tended to overestimate their physical abilities and to have more unintentional injuries at age 6. Children low on Extraversion and high on Inhibitory Control tended to underestimate their physical abilities. Implications for injury prevention are discussed.  相似文献   

3.
We report on an effectiveness trial of ‘New Beginnings’, a short social–emotional intervention for primary‐aged children. The sample comprised 253 children (aged 6–11) attending 37 primary schools across England. Data on social and emotional competence and mental health difficulties were collected using child self‐report, and parent‐ and teacher‐informant report questionnaires in a pre‐test–post‐test control group design. One hundred and fifty‐nine children took part in the intervention, and 94 children acted as a comparison group. Children in the intervention group attended weekly 45‐minute small group sessions for seven weeks. Child self‐report data indicated that the intervention was successful in promoting social and emotional competence, and that improvements were sustained at seven‐week follow‐up. However, this finding was not replicated in either the teacher or parental data. We conclude that future iterations of the intervention may need to be more intensive and lengthy in order to produce changes in behaviour that are salient to teachers and parents.  相似文献   

4.
Videotaped excerpts of treatment sessions from a recent intervention study were examined to explore the changes occurring during social skills training and their relation to treatment outcome. 27 unpopular preadolescents who showed few conversational skills during pretreatment observations engaged in cooperative activities with 2 socially accepted classmates for 10 half-hour sessions. Half of these triads received coaching in conversational skills, while the others received nonspecific adult support during these activities. The quality of social interactions among triad members was evaluated during the sixth and tenth sessions. Children who received social skills training displayed more conversational skills and received more positive peer support during treatment than children who did not receive coaching. Coached children increased skill performance over time while noncoached children did not change. Furthermore, both conversational skills displayed and positive peer responses received during treatment sessions were positively related to treatment outcome.  相似文献   

5.
To examine individual differences in pride and shame reactions of 3-year-olds and their temperamental and parenting antecedents, 110 boys were studied at ages 36 and 37 months in a "rigged" achievement situation. After being trained to complete explicitly stipulated "easy" and "difficult" tasks before a buzzer sounded, success and failure were manipulated by artificially "rigging" how much time the child had to work on these tasks. Children's facial, verbal, and postural reactions to success and failure were composited to create pride scores following success and shame scores following failure. As expected, pride reactions were greater following success on the difficult than on the easy task, and shame reactions were greater following failure on the easy than on the difficult task. Early temperament (at 12/13 months) proved unrelated to pride and shame. With respect to parenting, measurements composited across 15, 21, 27, and 33 months showed that mothers and fathers who were more positive in their parenting had children who displayed less pride, and that children whose parents (especially mothers) were more negative in their parenting evinced less shame. These counterintuitive findings are discussed in terms of differences between assessments of parenting obtained in this investigation of parenting antecedents and those obtained in other studies of parental responses in the achievement situation itself. Directions for future research are outlined.  相似文献   

6.
We explored children's conscience using narrative measures that utilized responses to hypothetical moral dilemmas and objective measures (observed moral conduct and mothers' reports). Children and mothers were studied at Time 1 ( N = 103, 26–41 months) and at Time 2 ( N = 99, 43–56 months). The first goal was to examine correspondence between both sets of measures. There were meaningful links between the narratives, administered at Time 2, and children's observed and mother-reported conscience at Times 1 and 2. Children who produced many antisocial narrative themes were less internalized, whereas children who produced many themes of commitment to and concern about good behavior were more internalized on the objective measures. The second goal was to test the prediction that maternal power assertion is detrimental to conscience. Children who experienced more power-assertive maternal discipline produced fewer themes of commitment to and concern about good behavior in their narratives and were more poorly internalized on observed and mother-reported measures at Time 1 and Time 2. Girls were more internalized on the narrative and objective conscience measures.  相似文献   

7.
Parent-child mutually responsive, binding, reciprocal orientation, or a system of reciprocity has been implicated as fundamental in socialization, particularly by Maccoby, but it remains poorly understood. In this study, two posited components of such orientation, mother-child shared cooperation with each other and mother-child shared positive affect, were measured in multiple contexts of daily interactions using a combination of micro and macroscopic behavioral coding systems, subsequently aggregated. Mothers' self reports were also used. Two implications of thus conceptualized mutually responsive orientation were examined: mothers' use of power in disciplinary interactions and children's degree of internalization of maternal rules, both assessed using multiple observational and mother-reported measures. Mothers and children were studied twice, when children were 26–41 months (Time 1, N = 103), and when they were 43–56 months (Time 2, N = 99). In the dyads high on the mutually responsive orientation (particularly those who maintained such orientation throughout early childhood), mothers resorted to less power and children were more internalized regarding maternal values and rules, in the contemporaneous and longitudinal sense. Mothers high on empathic perspective taking were more likely to establish a system of reciprocity with their children. The importance of such systems for social development is discussed.  相似文献   

8.
There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment.  相似文献   

9.
Phonological awareness is a critical enabling skill in learning to read, often developed outside the context of formal reading instruction. More than 2,000 6-year-old children were tested on phonological awareness at two occasions during the preschool year in two cohorts. Between the assessments, a training program was implemented. A two-level path model was applied. More frequent training sessions were connected to higher gains of test scores especially for children with low initial scores in the first cohort. A clear gender effect was also observed. There were more boys with very low initial scores and more girls among the top scorers. A clear SES-effect indicated the influence of early language stimulation. Children who already at the beginning of the preschool year had grasped the alphabetic code had the highest initial scores on the test.  相似文献   

10.
The study was designed to test the relations among gender, adult-provided activity structure, and social behavior for children in middle childhood. Adult-provided structure was defined as verbally presented rules, guidelines, suggestions, and modeling. Children aged 7-11 years attended a 1-week summer day camp in which activities characterized by high or low adult structure were available. As predicted, girls spent more time in highly structured activities, whereas boys spent more time in low-structure activities. Once in high-structure activities, however, both genders displayed high rates of adult-directed bids for recognition, leadership attempts, and compliance and low rates of peer interaction. In low-structure activities, children directed high rates of leadership and other social behaviors to same-sex peers. Children who chose high-structure activities most often were also most likely to interact with adults in those activities. Those who chose low-structure activities showed the highest rates of interaction with male peers. Sex-typed personality attributes were not related to activity choice. The results are interpreted in a framework encompassing the interactions of "person" attributes, environmental variables, and behavior.  相似文献   

11.
Children's conflict management in three close relationships was studied longitudinally in 38 second born children, observed at home with their mothers and siblings at 33 months and at 47 months, and with friends at 47 months. Children used significantly more other-oriented argument with friends than with their mothers or siblings. Their use of reasoned argument with their siblings, but not their mothers, was related to their emotional understanding assessed formally at 40 months. The emotional context of conflict interactions was found to be important as an influence on children's use of reasoned argument, with less reasoning shown by children when they were upset at 33 months. The differences in patterns over time and in links with emotional understanding for these different relationships is discussed, and the significance of child-child interaction in the development of social understanding is highlighted.  相似文献   

12.
Middle-school boys at risk for behavior problems participated in a program designed to teach positive skills and provide incentives for academic achievement and following school rules. The program was administered via an intramural basketball program, in which the program components were taught by a male teacher who served as the coach. Participation depended on maintaining appropriate levels of academic achievement and adhering to school rules. Students who failed to meet the criteria for continuing participation were suspended from the program and received tutoring and counseling instead, until they met the criteria for resuming participation. Compared to a control group of similar students, participants displayed a large reduction in disciplinary sanctions, and large to moderate gains in academic achievement in all subjects but 1. Both the participants and their teachers perceived significant improvement in the participants' behavior across a wide range of student characteristics.  相似文献   

13.
Maternal separation anxiety is a construct that describes a mother's experience of worry, sadness, or guilt during short-term separations from her child. This investigation examined potential differences in psychological correlates between mothers with high and low levels of anxiety when their children were 8 months, 3 1/2 years, and 6 years of age. High levels of maternal separation anxiety had different psychological correlates contingent upon the age of the child. Depressive symptomatology and separation anxiety were unrelated at times 1 and 2, but when the children were 6 years old, mothers who had the highest levels of anxiety tended to have more depressive symptomatology, fewer coping skills, a more negative representation of self, and embraced more traditional sex-role values. Study findings are discussed with respect to their relevance to the mother's role as developmental partner to the child and linked to major theoretical perspectives that address the mother-child relationship.  相似文献   

14.
Children's conflict management in three close relationships was studied longitudinally in 38 second born children, observed at home with their mothers and siblings at 33 months and at 47 months, and with friends at 47 months. Children used significantly more other-oriented argument with friends than with their mothers or siblings. Their use of reasoned argument with their siblings, but not their mothers, was related to their emotional understanding assessed formally at 40 months. The emotional context of conflict interactions was found to be important as an influence on children's use of reasoned argument, with less reasoning shown by children when they were upset at 33 months. The differences in patterns over time and in links with emotional understanding for these different relationships is discussed, and the significance of child-child interaction in the development of social understanding is highlighted.  相似文献   

15.
Self-conscious emotions arise from evaluating the self through the eyes of others. Given that children with autistic traits may experience difficulties with understanding others' minds, they might show less attuned self-conscious emotions. Two-to-five-year-old children's (N = 98, Mage = 48.54 months, 50% girls, 92% White) self-conscious emotions (guilt, embarrassment, and shame-like avoidance) were observed after children “broke” the experimenter's favorite toy. Data were collected from March 2018 till June 2019. Children with more autistic traits showed less theory of mind (ToM), and more shame-like avoidance, but associations were not mediated by ToM. This provides initial evidence that children with more autistic traits may show disturbances in some but not all self-conscious emotions, which could hinder their social functioning.  相似文献   

16.
The purpose of the two studies presented here was to evaluate the accuracy of students' self‐assessment ability, to examine whether this ability improves over time and to investigate whether self‐assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self‐assessments of 3588 first‐year students enrolled in a post‐secondary institution was studied throughout a semester during which each student made approximately 80 self‐assessments about his or her own learning process. These self‐assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self‐, peer and tutor assessments suggest weak to moderate accuracy of student self‐assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self‐assess with higher accuracy than their less competent peers. Comparing the accuracy of student self‐assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self‐assessment on their learning was administered to 936 first‐year students. Based on their responses, sub‐groups of students were identified: those who either believed in the usefulness of self‐assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self‐assessment and the accuracy of their self‐assessments.  相似文献   

17.
Basic literacy skills underlie much future adult functioning, and are targeted in children through a variety of means. Children with identified special needs in reading were exposed to a self‐paced computer‐based reading programme that focused on improving phonetic ability. Exposure was limited to three, 40‐minute sessions a week, for 10 weeks. The children were assessed in terms of their reading, spelling and mathematics abilities before the programme commenced, and immediately after the programme terminated. The programme improved reading and spelling by about eight months, but had no impact on mathematics. The results suggest that brief exposure to a self‐paced phonetic computer‐based teaching programme had some benefits for the sample.  相似文献   

18.
Frontal Activation Asymmetry and Social Competence at Four Years of Age   总被引：4，自引：1，他引：4  
The pattern of frontal activation as measured by the ongoing electroencephalogram (EEG) may be a marker for individual differences in infant and adult disposition to respond with either positive or negative affect. We studied 48 4-year-old children who were first observed in same-sex quartets during free-play sessions, while making speeches, and during a ticket-sorting task. Social and interactive behaviors were coded from these sessions. Each child was subsequently seen 2 weeks later when EEG was recorded while the child attended to a visual stimulus. The pattern of EEG activation computed from the session was significantly related to the child's behavior in the quartet session. Children who displayed social competence (high degree of social initiations and positive affect) exhibited greater relative left frontal activation, while children who displayed social withdrawal (isolated, onlooking, and unoccupied behavior) during the play session exhibited greater relative right frontal activation. Differences among children in frontal asymmetry were a function of power in the left frontal region. These EEG/behavior findings suggest that resting frontal asymmetry may be a marker for certain temperamental dispositions.  相似文献   

19.
Relations between parents' discipline, children's empathic responses, and children's prosocial behavior were examined in order to evaluate Martin Hoffman's claim that children's empathy and empathy-based guilt mediate the socialization of children's prosocial behavior. 78 sixth and seventh graders (138–172 months in age), their mothers, and teachers completed multiple measures of Hoffman's constructs. Results were largely consistent with theory. Parents' use of inductive as opposed to power-assertive discipline was related to children's prosocial behavior. Children of inductive parents were more empathic; and more empathic children were more prosocial. Moreover, children's empathy was found to mediate the relation between parents' discipline and children's prosocial behavior. Few relations were obtained for children's guilt indices, but post hoc analyses yielded theoretically consistent results. Contrary to expectations, parents' use of statements of disappointment was the component of the inductive discipline score which was most strongly related to children's prosocial behavior.  相似文献   

20.
Anatomy students studying dissected anatomical specimens were subjected to either a loosely‐guided, self‐directed learning environment or a strictly‐guided, preformatted gross anatomy laboratory session. The current study's guiding questions were: (1) do strictly‐guided gross anatomy laboratory sessions lead to higher learning gains than loosely‐guided experiences? and (2) are there differences in the recall of anatomical knowledge between students who undergo the two types of laboratory sessions after weeks and months? The design was a randomized controlled trial. The participants were 360 second‐year medical students attending a gross anatomy laboratory course on the anatomy of the hand. Half of the students, the experimental group, were subjected without prior warning to station‐based laboratory sessions; the other half, the control group, to loosely‐guided laboratory sessions, which was the course's prevailing educational method at the time. The recall of anatomical knowledge was measured by written reproduction of 12 anatomical names at four points in time: immediately after the laboratory experience, then one week, five weeks, and eight months later. The strictly‐guided group scored higher than the loosely‐guided group at all time‐points. Repeated ANOVA showed no interaction between the results of the two types of laboratory sessions (P = 0.121) and a significant between‐subject effect (P ≤ 0.001). Therefore, levels of anatomical knowledge retrieved were significantly higher for the strictly‐guided group than for the loosely‐guided group at all times. It was concluded that gross anatomy laboratory sessions with strict instructions resulted in the recall of a larger amount of anatomical knowledge, even after eight months. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

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