摘要:

AbstractAssociations between perceived qualities of parents' work and children's sense of competence were examined in four dual‐earner family contexts differentiated by social class, ethnicity, and language background. Measures of perceived general academic and mathematical competence, knowledge of parents' work situations, and family background were group administered to 226 fourth, fifth, and sixth graders. In three dual‐earner family contexts, as spillover models would predict, children who felt more academically competent described their mothers' and fathers' jobs as having more positive and fewer negative qualities. However, in the fourth (dual‐earner laboring‐class Spanish‐speaking) context, children who felt more academically competent described mothers' jobs in the least favorable terms. Findings underscore the need to consider whether developmental processes operate differently in different socio‐cultural contexts and to consider both the problems and positive possibilities that may arise from specific conditions of pa

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00123.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractPrevious research concerned with children's belief‐desire psychology has examined the capacity to predict or interpret action on the basis of the implicit proposition that ‘when an actor desires a particular end and believes that a particular action will achieve that end, he or she will undertake that action’. The limitations of this formulation for understanding acts of omission are outlined and an elaborated version of belief‐desire psychology introduced. This version holds that ‘when an actor desires a particular end and believes that a particular action will achieve that end, and when it is believed that there are no co‐occurring outcomes of that action whose avoidance is desired more highly than is the originally conceived end, then the actor will undertake the action which will satisfy the original desire’. An experiment is reported which examines 4‐, 5, and 7‐year‐olds' ability to predict story characters' actions on the basis of either their true or false beliefs concerning undesirable outcomes associated with the pursuit of a desired end. Children of all age‐groups provided evidence of understanding the elaborated version of belief‐desire psychology. However, a significant improvement was noted between the ages of 4 and 7 years in the ability to understand circumstances

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00124.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractPlayfighting and chasing can he distinguished from real fighting, hut their significance in children's development remains uncertain. This study examines playfighting and chasing from the child's, rather than the observer's, perspective, using a questionnaire given to 8 and 11 year olds in England and South Italy and 5 year olds in England. Findings were generally similar for English and Italian children. Most hoys and girls reported both liking, and taking part in, playchasing; liking and participation in playfighting was more divided, though more so for boys, with many children disliking the perceived risk of injury in playfighting. About half the children (more boys than girls) reported having been in a serious fight, often provoked by verbal abuse or accidental injury. Most children reported that they could tell playfighting from a serious fight; at 5 years, liking and taking part in playfights was a predictor of this ability, which approached ceiling by 8 and 10 years. A wide variety of cues were given which could distinguish playful and serious fighting. Findings were consistent with the practice hypothesis for playfighting. However, most children also thought that playfighting could lead to a serious fight, especially as a result of accidental injury; escalation of this kind was also thought to be more likely if the play partner was not a best friend. Both ‘honest mistakes’ and ‘cheating’ seem to be possible explanations for playfighting leading to serious fighting. Assertion or maintenance of dominance may be a function for cheating in playf

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00125.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractWe examined the influences of developing gender segregation on children's friendship maintenance in a longitudinal sample of 40 (17 girls) children who began their peer group experiences as infants. Friendships were behaviorally identified and social interaction was observed and rated six times between average age 16.3 months and average age 49.1 months. The proportion of cross‐gender friendships increased with age only when children formed friendships outside of the core group of peers with whom they had begun infant care. Girl‐girl and cross‐gender friendships were more likely to be maintained than boy‐boy friendships. Cross‐gender friends tended to be similar in gregariousness in both toddler and preschool periods, similar in hostile aggression as toddlers, and similar in withdrawn behavior as preschoolers. Same‐gender friends were not similar in social interaction style. Social skill similarity was generally more important as a basis for friendship in the toddler periods than in the preschool periods. However, cross‐gender friends tended to be similar in social skills throughout both the toddler and pres

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00126.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00127.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00128.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00129.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY