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1.
50 33-month-old children were observed at home with their siblings and mothers. Observational measures of pretend play, observer ratings of the child's, mother's, and sibling's behavior, and measures of family discourse about feelings were collected. At 40 months each child was assessed on Bartsch and Wellman's false beliefs task and Denham's affective perspective taking task. Results revealed individual differences in the amount and sophistication of young children's social pretend play and suggested that these individual differences are related to experiences in the relationships that young children have with their mothers and siblings. Results also indicated that early social pretend play was significantly related to the child's developing understanding of other people's feelings and beliefs. The data are interpreted as providing support for the notion that early experience in social pretense is associated with children's mastery of the relation between mental life and real life. The importance of considering the relationship context of social pretense is also discussed.  相似文献   

2.
The separate literatures on parental discipline, maternal discourse about emotion, and autobiographical memory support the idea that parent-child discourse in the context of a supportive relationship plays a role in a child's early conscience development, and this study was designed to examine this issue. Forty-two preschool children and their mothers took part in a 45-min structured laboratory session, and at their homes, mothers completed the Attachment Q-Set. As part of the laboratory session, each mother was asked to discuss with her child one incident that occurred within the last week in which her child behaved well and one in which her child misbehaved. These conversations were transcribed verbatim and coded for maternal references to feelings, rules, consequences of the child's actions, and moral evaluatives. Each child also took part in a behavioral measure of internalization and several compliance tasks, and mothers completed a maternal report of the child's early conscience development. Consistent with attachment theory, attachment security predicted maternal and child references to feelings and moral evaluatives. Attachment security, shared positive affect between the mother and child, and maternal references to feelings and moral evaluatives also predicted specific aspects of early conscience development.  相似文献   

3.
Theory of Mind Is Contagious: You Catch It from Your Sibs   总被引：10，自引：0，他引：10  
This study investigated the relation between family size and "theory of mind." Results from an experiment with 3- and 4-year-olds showed that children from larger families were better able than children from smaller families to predict a story character's mistaken (false-belief based) action. Results from a second experiment on children with exactly 1 sibling failed to show any superiority of older over younger siblings in promoting earlier understanding of belief. The data are interpreted as suggesting that sibling interaction provides a rich "data base" for building a theory of mind, and this is discussed in relation to other studies showing that particular kinds of interaction between sibling and child, or caregiver and child, have a beneficial effect on the understanding of false belief.  相似文献   

4.
The purpose of this study was to investigate the relation between social status and discourse skills in preschool children. Using peer nominations, 48 acquainted preschool children were classified as liked, disliked, or low impact. Children were videotaped in freeplay interactions in which one child entered the play of a pair of same-sex peers. Social status differences were found primarily in skills contributing to coherent discourse. Specifically, liked children were more inclined to direct their initiations clearly, to speak to both interaction partners rather than just one, to respond contingently to others, to acknowledge others, and to reinitiate when rejecting. Liked children were also better able to adapt to the differing social demands of entry versus nonentry contexts in that they were more likely to give information and less likely to express their feelings when entering a group. Deficits in communication skill were greater for disliked children than for low-impact children. Results indicate that communication skills that contribute to coherent discourse are fundamental to social interaction and may influence young children's peer acceptance.  相似文献   

5.
Individual differences in young children's social cognition were examined in 128 urban preschoolers from a wide range of backgrounds. comprehensive assessments were made of children's false-belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview. Individual differences in children's understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education. The number of siblings that children had did not relate to their social cognition. Individual differences in false-belief and emotion understanding were correlated, but these domains did not contribute to each other independently of age, language ability, and family background. In fact, variance in family background only contributed uniquely to false-belief understanding. The results suggest that family background has a significant impact on the development of theory of mind. The findings also suggest that understanding of false-belief and understanding of emotion may be distinct aspects of social cognition in young children.  相似文献   

6.
Research Findings: We examined associations among Anglo acculturation, Latino enculturation, maternal beliefs, mother–child emotion talk, and emotion understanding in 40 Latino preschool-age children and their mothers. Mothers self-reported Anglo acculturation, Latino enculturation, and beliefs about the value/danger of children's emotions and parent/child roles in emotion socialization. Mother–child emotion talk was observed during a Lego storytelling task. Children's emotion understanding was measured using 2 age-appropriate tasks. Correlations showed that mothers' Latino enculturation was associated with mothers' stronger belief in guiding children's emotions and children's lower emotion understanding. Anglo acculturation was associated with mothers' lower belief that emotions can be dangerous and children's better emotion understanding. Mothers with a stronger belief in guiding children's emotions more frequently labeled emotions. Mothers with a stronger belief that emotions can be dangerous less frequently explained emotions. Regressions controlling for child age and maternal education demonstrated that mothers with a stronger belief that children can learn about emotions on their own and mothers with greater Latino enculturation had children with lower emotion understanding, whereas mothers with greater Anglo acculturation had children with better emotion understanding. Practice or Policy: Results suggest that understanding both family acculturation and family enculturation will be helpful for early childhood researchers and educators seeking to assess and promote children's socioemotional development.  相似文献   

7.
Although several studies have now examined the relations between mother-child and sibling interaction, the role of fathers in the development of sibling relationships is noticeably absent. The present study included assessments of both mother-child and father-child interaction in order to examine the correlates of sibling conflict and cooperation. Home observations of parent-child and sibling interaction and reports of differential parental treatment were obtained for 30 families with 2 preschool children when the firstborns were approximately 6 years old. Earlier assessments of infant-mother and infant-father attachments when firstborns were 12 and 13 months old, respectively, were also available, as were prior laboratory assessments of mothering and fathering when the oldest child was 3 years of age. Results suggested that sibling conflict and aggression were related to high levels of conflict between the mother and the 2 children at 6 years, intrusive and overcontrolling mothering at 3 years, and an insecure infant-mother attachment. Facilitative and affectionate fathering, on the other hand, was associated with prosocial sibling interaction. Early relationship experiences between parents and their firstborn children had an enduring effect on the quality of sibling relationships and interacted with differential parental treatment in predicting sibling relationship outcomes.  相似文献   

8.
The Effects of Systemic Family Violence on Children's Mental Health   总被引：15，自引：0，他引：15  
This study examines the link between different forms of family aggression and children's symptoms of psychopathology. The goal of the study was to understand what forms children's problems might take in violent homes and whether close ties within the family (to the mother or a sibling) buffered children. Interviews with 365 mothers and 1 of their children between the ages of 6 and 12 about abuse in the home, support and closeness within the nuclear family, and mother's and children's mental health formed the basis of this study. Families were recruited from battered women's shelters and the community. We found that different forms of abuse in the home were highly interrelated and that children of battered women were at risk for child abuse. Domestic violence predicted children's general psychopathology, but we uncovered little evidence for the presence of specific sorts of disorders as a result of family dysfunction. Although mothers experiencing conjugal violence were more likely to have mental health problems, their mental health did not mediate the children's response to family conflict. Finally, there was less sibling and parental warmth in families marked by aggression, although when it was present, family social support failed to buffer children. Although the general pattern of results was consistent across respondents (mother and child), there was low agreement on symptoms of child psychopathology.  相似文献   

9.
This study lies at the crossroads between the study of tutoring interactions and the study of communicative skills in young children. Our goal was to show that in a tutor-novice problem solving situation, the frequency and the nature of the novice’s requests vary with the type of tutor. Three groups of twelve 30 months-old children (novices) were observed in interaction with a child tutor, their mother, and a female experimenter as they performed two assembly tasks. We examined the frequency, form, and content of the children’s requests for help, and their connection with some of the tutor’s actions. The main results showed that the children made more requests of adult tutors, and that direct forms were more frequent with the mother than with a child tutor. The results also indicated that these differences were not due to request-inducing or inhibiting actions on the part of the tutor. It is concluded that young novices are capable of adapting their help requests to the characteristics of their tutors.  相似文献   

10.
The types of non-maternal child care received by more than 1000 U.S. children were examined from birth to 54 months and related to family selection factors and to child outcomes. Individual children tended to experience a variety of different types of care and not to fit into clear patterns of either stable care types or progressive patterns of movement from less structured to more highly structured care settings. Across the entire sample, however, hours in center care were higher in the preschool period than earlier, whereas hours in relative care remained stable and hours in child care homes decreased. Mothers who were single, those with more education and less traditional beliefs about child rearing, and families with higher incomes and fewer children in the household were more likely to use more hours of center care than other families; single mothers and those with fewer children also used more hours of care in child care homes. Minority families, those with low incomes, and mothers with less education and fewer children used more hours of relative care. With family selection factors and quality of child care controlled, only hours in center care across the time period from 3 to 54 months were related to child outcomes. Children who experienced more center care were reported by caregivers at 54 months to have somewhat higher externalizing behavior problem scores than other children, although these scores were not in the clinical or at-risk range. Center care hours were also related to cognitive and language outcomes, with more hours in infancy associated with lower preacademic test scores and more hours in the toddler period with higher language scores.  相似文献   

11.
A total of 83 mothers and 74 fathers worked with their respective 4-year-old sons or daughters on four problem-solving tasks. Observers evaluated the interaction between parent and child with a 49-item teaching strategy Q-sort (TSQ). As measures of field dependence–independence (FDI), the Rod-and-Frame Test (RFT) and the Embedded Figures Test (EFT) were administered when the children were 4, 7, 11, and 14 years of age, thus permitting an examination of concurrent and long-term effects (up to 10 years). Distinctive differences in parental teaching strategies were observed contingent on the child’s FDI status. Parents of FI children granted them autonomy in the task and assisted with its cognitive aspects. A positive emotional ambience characterized the teaching situation. Parents of FD children were controlling and quite critical of their children’s performance. Effects of gender were noted. Whereas outcomes for the father–son and father–daughter pairing were comparable, the mother–son dyad generated more powerful effects than were observed in the mother–daughter dyad. Results point to consistencies between beliefs and behaviors of parents of FI and FD children. Interpretation is offered within the FDI theoretical framework and linkages to other theories of parent–child interaction are considered.  相似文献   

12.
The creation of families by means of the new reproductive technologies has raised important questions about the psychological consequences for children, particularly where gamete donation has been used in the child's conception. Findings are presented of a study of family relationships and the social and emotional development of children in families created as a result of the 2 most widely used reproductive technologies, in vitro fertilization (IVF) and donor insemination (DI), in comparison with control groups of families with a naturally conceived child and adoptive families. The quality of parenting was assessed using a standardized interview with the mother, and mothers and fathers completed questionnaire measures of stress associated with parenting, marital satisfaction, and emotional state. Data on children's psychiatric state were also obtained by standardized interview with the mother, and by questionnaires completed by the mothers and the children's teachers. The children were administered the Separation Anxiety Test, the Family Relations Test, and the Pictorial Scale of Perceived Competence and Social Acceptance. The results showed that the quality of parenting in families with a child conceived by assisted conception is superior to that shown by families with a naturally conceived child. No group differences were found for any of the measures of children's emotions, behavior, or relationships with parents. The findings are discussed in terms of their implications for understanding the role of genetic ties in family functioning and child development.  相似文献   

13.
This article reports on young children’s self-efficacy beliefs and their corresponding performance of mathematical and nonmathematical tasks typically encountered in kindergarten. Participants included 132 kindergarten children aged 5–6 years old. Among the participants, 69 children were identified by the social welfare department as being abused and/or neglected. Individual interviews were conducted where children were asked to assess their self-efficacy regarding sorting tasks, mathematics tasks, and reciting the alphabet. Children were then requested to perform each of the tasks. Results revealed that no significant differences were found between the abused and neglected children and their peers regarding their self-efficacy beliefs and performances for any of the tasks. For some of the tasks, children were able to correctly assess their performance, while for other tasks, children overestimated their performance. Possible reasons for these outcomes are discussed.  相似文献   

14.
An important part of children's social and cognitive development is their understanding that people are psychological beings with internal, mental states including desire, intention, perception, and belief. A full understanding of people as psychological beings requires a representational theory of mind (ToM), which is an understanding that mental states can faithfully represent reality, or misrepresent reality. For the last 35 years, researchers have relied on false-belief tasks as the gold standard to test children's understanding that beliefs can misrepresent reality. In false-belief tasks, children are asked to reason about the behavior of agents who have false beliefs about situations. Although a large body of evidence indicates that most children pass false-belief tasks by the end of the preschool years, the evidence we present in this monograph suggests that most children do not understand false beliefs or, surprisingly, even true beliefs until middle childhood. We argue that young children pass false-belief tasks without understanding false beliefs by using perceptual access reasoning (PAR). With PAR, children understand that seeing leads to knowing in the moment, but not that knowing also arises from thinking or persists as memory and belief after the situation changes. By the same token, PAR leads children to fail true-belief tasks. PAR theory can account for performance on other traditional tests of representational ToM and related tasks, and can account for the factors that have been found to correlate with or affect both true- and false-belief performance. The theory provides a new laboratory measure which we label the belief understanding scale (BUS). This scale can distinguish between a child who is operating with PAR versus a child who is understanding beliefs. This scale provides a method needed to allow the study of the development of representational ToM. In this monograph, we report the outcome of the tests that we have conducted of predictions generated by PAR theory. The findings demonstrated signature PAR limitations in reasoning about the mind during the ages when children are hypothesized to be using PAR. In Chapter II, secondary analyses of the published true-belief literature revealed that children failed several types of true-belief tasks. Chapters III through IX describe new empirical data collected across multiple studies between 2003 and 2014 from 580 children aged 4–7 years, as well as from a small sample of 14 adults. Participants were recruited from the Phoenix, Arizona metropolitan area. All participants were native English-speakers. Children were recruited from university-sponsored and community preschools and daycare centers, and from hospital maternity wards. Adults were university students who participated to partially fulfill course requirements for research participation. Sociometric data were collected only in Chapter IX, and are fully reported there. In Chapter III, minor alterations in task procedures produced wide variations in children's performance in 3-option false-belief tasks. In Chapter IV, we report findings which show that the developmental lag between children's understanding ignorance and understanding false belief is longer than the lag reported in previous studies. In Chapter V, children did not distinguish between agents who have false beliefs versus agents who have no beliefs. In Chapter VI, findings showed that children found it no easier to reason about true beliefs than to reason about false beliefs. In Chapter VII, when children were asked to justify their correct answers in false-belief tasks, they did not reference agents’ false beliefs. Similarly, in Chapter VIII, when children were asked to explain agents’ actions in false-belief tasks, they did not reference agents’ false beliefs. In Chapter IX, children who were identified as using PAR differed from children who understood beliefs along three dimensions—in levels of social development, inhibitory control, and kindergarten adjustment. Although the findings need replication and additional studies of alternative interpretations, the collection of results reported in this monograph challenges the prevailing view that representational ToM is in place by the end of the preschool years. Furthermore, the pattern of findings is consistent with the proposal that PAR is the developmental precursor of representational ToM. The current findings also raise questions about claims that infants and toddlers demonstrate ToM-related abilities, and that representational ToM is innate.  相似文献   

15.
Thirty kibbutz children, boys and girls, whose ages ranged between 35 and 38 months, participated in a study on compliance to bids of mother and caregiver. Children participated in the Doll Play Interview, and were requested to determine whether a narrated child will indulge his or her wish or comply with opposing bids of a narrated mother or a narrated caregiver. Results indicated that narrated mothers were described more often as initiating close contact with the child, whereas caregivers were perceived as more strict and aggressive. However, narrated mothers were not perceived as more willing to accept child incompliance. Narrated children responded in either a more compliant or a more self-assertive way to bids of mother. Rather than choosing between complying or uncomplying with similar bids of caregiver, they tended more often to ignore them. In the presence of a narrated mother children expressed their thoughts and feelings more freely. They spoke with caregiver more often on actions and objects. Conflict with a narrated mother was associated with seeking close contact between the child doll and the mother doll, whereas similar conflict with a narrated caregiver resulted more often in seeking physical proximity outside the story, with the child's real mother.  相似文献   

16.
Thirty kibbutz children, boys and girls, whose ages ranged between 35 and 38 months, participated in a study on compliance to bids of mother and caregiver. Children participated in the Doll Play Interview, and were requested to determine whether a narrated child will indulge his or her wish or comply with opposing bids of a narrated mother or a narrated caregiver. Results indicated that narrated mothers were described more often as initiating close contact with the child, whereas caregivers were perceived as more strict and aggressive. However, narrated mothers were not perceived as more willing to accept child incompliance. Narrated children responded in either a more compliant or a more self-assertive way to bids of mother. Rather than choosing between complying or uncomplying with similar bids of caregiver, they tended more often to ignore them. In the presence of a narrated mother children expressed their thoughts and feelings more freely. They spoke with caregiver more often on actions and objects. Conflict with a narrated mother was associated with seeking close contact between the child doll and the mother doll, whereas similar conflict with a narrated caregiver resulted more often in seeking physical proximity outside the story, with the child's real mother.  相似文献   

17.
Developmental changes in the pattern of family conversations and talk about feelings were examined in a longitudinal study of 50 families observed at home when the second-born children were 33 and 47 months old. Significant increases were noted in the total amount of talk and the frequency of talk about feelings between sibling pairs as well as decreases in the amount of mother-child conversation and references to feelings. Differences in whose feelings were discussed and in the context of references to feelings were found for mother-child and sibling-child dyads. Developmental changes in the children's use of feeling state language co-occurred with the increase in interaction between children and their siblings. The findings contrast the "complementary" nature of mother-child interaction and the "reciprocal" nature of child-sibling interaction and support the argument that the quality of particular relationships influences the use children make of their communicative competence.  相似文献   

18.
This study examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother–child book-reading interactions, and children's development of early literacy skills. The participants of this study were 60 mothers and their 4-year-old children. After controlling for mothers' educational attainment, mothers' literacy beliefs were positively related to the quality of home literacy environments and the instructional and affective quality of joint book-reading interactions. The quality of children's home literacy environments and mother–child joint book-reading interactions was related to children's development of early literacy skills. Findings are discussed in relation to the importance of understanding the connection between parents' literacy beliefs and behaviors in designing effective literacy interventions and creating school and family literacy connections.  相似文献   

19.
Mothers' mental‐state references predict individual differences in preschoolers' false‐belief (FB) understanding; less is known about the origins of corresponding variation in school‐age children. To address this gap, 105 children completed observations with their mothers at child ages 2 and 6, three FB tasks and a verbal comprehension test at age 3, and five FB tasks at age 6. Seventy‐seven of these children completed five Strange Stories at age 10. Individual differences in mothers' cognitive references at child age 2 predicted variation in children's FB understanding at age 6 and Strange Stories scores at age 10 (controlling for number of mothers' turns and children's mental‐state references, verbal comprehension and FB understanding at age 3, and mothers' cognitive references at child age 6).  相似文献   

20.
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