Instruction by mothers and fathers during problem solving with their young children

被引：26

作者：

Gauvain, M ^{[1
]}

Fagot, BI

Leve, C

Kavanagh, K

机构：

[1] Univ Calif Riverside, Dept Psychol, Riverside, CA 92521 USA

[2] Oregon Social Learning Ctr, Eugene, OR 97401 USA

[3] Univ Oregon, Eugene, OR 97403 USA

来源：

JOURNAL OF FAMILY PSYCHOLOGY | 2002年 / 16卷 / 01期

关键词：

D O I：

10.1037//0893-3200.16.1.81

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Mothers and fathers of 163 5-year-olds were observed interacting with their children in dyads on 2 separate occasions on a familiar and unfamiliar cognitive activity. Within- and between-family comparisons were conducted. Few differences in the instruction provided by mothers and fathers appeared, and those that did were on the unfamiliar task. On this task, instruction by mothers, within and across families, was more responsive to children's changing skill than was instruction by fathers. Directive and disapproving comments by parents were related to poorer posttest performance by the child. High level of instruction by both parents was related to better posttest performance than was low level of instruction by parents. Contributions of parents to their children's cognitive development are discussed.

引用

页码：81 / 90

页数：10

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