摘要:

In a sample of 51 mothers and their 2.5‐year‐old children, indices of attachment and behavioural style were related to interactions while clearing up toys in a laboratory setting. Correlations between ratings of the child's security of attachment to mother and mother/child interactions showed that the more secure the child, the more mothers were constructively involved in free play and approached the clear up more enthusiastically using warmer tones. A lower proportion of their statements attempted to control the child, but more of those that did were positive. Children with higher security ratings tended to ignore mothers' control statements less and show fewer babyish actions on being asked to clear up. Between‐group comparisons involving secure, insecure avoidant and insecure ambivalent classifications of attachment produced significant differences between secure and insecure ambivalent groups which reflected the above correlations. No significant differences involved the frequency of compliance.Those individual characteristics (Behavioral Style Questionnaire: McDevitt&Carey, 1978) most reflecting expression of feeling (i.e. intensity of reaction, negative mood, low threshold of responsiveness) correlated significantly with low compliance and other negative behaviour.Significant sex differences occurred just before and over the first 30 seconds, but not over the first 3 minutes, of the clear up. Girls' mothers played more constructively beforehand and were more positive in their approach to clearing up, whereas boys' mothers were more negative in tone and were often ignored by their

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00883.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

This study examines the ways that elementary schoolchildren think about everyday situations in which conflicts occur between student and teacher. Applying a balanced design, 60 Icelandic elementary schoolchildren (30 girls and 30 boys) between the ages of 7 and 12 were interviewed twice, one year apart, using two ‘dilemmas’ in which the teacher criticizes the academic work and the classroom behaviour of a student. For each dilemma, the children's expressed interpersonal communicative action — their definition of the problem being faced, their proposed choice of action, the justification they offer for their proposed action, and their evaluation of the feelings of each protagonist — were classified at one of four developmental levels. Hypotheses that age, time, gender and conflictual situation would predict level of communicative action were tested. The findings indicate that level of communicative action differs according to conflictual situation. Regardless of age, children express a greater reciprocity when academic work rather than classroom behaviour is being criticized by the teacher (with girls being more likely to take a reciprocal perspective than boys). Finally, older children are less unilateral than younger children, suggesting that communicative action becomes more reciprocal as children develop, although these developmental changes appear to decelerate w

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00884.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

The drawing skill, picture content and strategies for generating ideas for drawings were compared in 20 drawings collected over the course of one year from 12 relatively able autistic children, not selected for drawing ability, and 12 learning‐impaired children. The drawing skills of the two groups and the content of their pictures were very similar. However, the autistic children generated ideas which were more closely related than those of the controls. The implications of the findings for our understanding of autism are discusse

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00885.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Two memory experiments were conducted with groups of autistic, mentally retarded and normal children, matched on verbal mental age and digit span. In the first experiment free recall of semantically related and semantically unrelated word lists was investigated. Autistic children were found to be comparable to the control groups in recalling the unrelated list; however, they were significantly poorer in recalling words from the related list. The second experiment utilized a cued recall paradigm, comparing the subjects' ability to use semantic and rhyme cues to retrieve unrecalled words from memory. This time the autistic children were no different from the retarded and normal children in using semantic cues. These findings extend earlier work on cognitive deficits specific to autism, suggesting that autistic children cannot make use of linguistic knowledge to facilitate retrieval of stored information. It is speculated that this failure to use memory strategies is related to autistic children's hypothesized deficit in developing a ‘theory of mind

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00886.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

Toddlers' (21–63 months) use of display rules was investigated during competitive interaction between siblings. The toddlers were judged to show pride when, after winning the game, they drew attention to their achievement. All children, with the exception of three younger siblings (mean age = 23 months), showed pride. Older siblings (mean age = 58 months), however, used display rules significantly more often than younger ones (mean age = 34 months) in order to mask their prid

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00887.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY

摘要:

The age at which a child first said and read each of 94 picturable nouns was recorded. At ages 9:6 and 11:6, the child was asked to estimate the age she first said these words. Her age‐of‐acquisition estimates were found to be highly correlated with the actual ages of first saying and reading the words. Age‐of‐acquisition estimates were also highly stable over the two‐year‐period. Frequency of saying the words and ease of saying them appeared to be important factors used in making age‐of‐acquisition judgements. The results support the validity of age‐of‐acquisition ratings used

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1991.tb00888.x

出版商:Blackwell Publishing Ltd    

年代:1991

数据来源: WILEY