Maternal Beliefs as Long-Term Predictors of Mother-Child Interaction and Report

2 kinds of parental beliefs: endorsed rearing philosophy (authoritative-authoritarian dimension) and affective attitude toward child (positive-negative affect dimension) were examined in 20 normal and 36 depressed mothers as long-term predictors of their rearing behaviors and interaction patterns with their children, and of their ratings of child externalizing problems (Achenbach CBCL). The beliefs were measured when the children were toddlers (Time 1), and maternal behaviors 2-3 years later (Time 2). Mothers' endorsement of the belief in authoritative parenting predicted their frequent avoidance of prohibitive interventions. It also predicted maternal autonomy-granting to the child (more compliant and liberal responses to child-initiated control interventions). Endorsed child-rearing philosophy was a relatively more important predictor of behavior for normal mothers, and affective attitude toward child for the behavior of depressed mothers. Both actual child noncompliance and parental beliefs predicted mothers' ratings of externalizing problems in their children. The former was relatively more important for normal and latter for depressed mothers.     

Mother-Child Mutually Positive Affect, the Quality of Child Compliance to Requests and Prohibitions, and Maternal Control as Correlates of Early Internalization

Motivationally distinct forms of child compliance, mutually positive affect, and maternal control, observed in 3 control contexts in 103 dyads of mothers and their 26–41-month-old children, were examined as correlates of internalization, assessed using observations of children while alone with prohibited temptations and maternal ratings. One form of compliance (committed compliance), when the child appeared committed wholeheartedly to the maternal agenda and eager to endorse and accept it, was emphasized. Mother-child mutually positive affect was both a predictor and a concomitant of committed compliance. Children who shared positive affect with their mothers showed a high level of committed compliance and were also more internalized. Differences and similarities between children's compliance to requests and prohibitions ("Do" vs. "Don't" demand contexts) were also explored. Maternal "Dos" appeared more challenging to toddlers than the "Don'ts." Some individual coherence of behavior was also found across both demand contexts. The implications of committed compliance for emerging internalized regulators of conduct are discussed.     

Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems

The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age.     

Mother-Child Play: Sequential Interactions and the Relation between Maternal Beliefs and Behaviors

This investigation of mother and toddler play had 2 goals. The primary goal was to examine the types of play mothers introduce in direct response to their toddlers' play. A secondary and exploratory goal was to examine the relation between maternal knowledge about child play and actual maternal play behaviors. 50 mothers and their 21-month-old toddlers were observed at home during free play. Mother and child exploratory, nonsymbolic, and symbolic play were coded. Sequential analyses revealed that mothers adjusted their play to their children's play level by responding to their children with play that was either at the same level or at a higher level than their children's play. Furthermore, mothers who were more knowledgeable about early play development more often responded to their children's play by introducing higher level play. These findings suggest that mothers tend to play with their toddlers in ways that might promote their child's development, and that mothers with more knowledge about play development provide their children with appropriately challenging play interactions.     

Effects of Maternal Employment on Maternal and Two-Year-Old Child Behavior

94 mothers with 2-year-old children were interviewd about their employment, role satisfaction, and social support and were observed in their homes at dinnertime and in a laboratory compliance task. Hierarchical multiple regressions were used to test main effects of employment, hours employed, and their interactions. Maternal employment adversely affected maternal behavior when satisfaction with social support or with the work role was low, but only in the laboratory. Positive main effects of employment on maternal behavior were observed in the home: employed mothers used less power assertion with their children. Mothers who worked longer hours used more guidance and were more responsive to their children in both settings. In both settings, the effect of poor-quality care on child behavior was greater when mothers were employed, and, in the laboratory, boys of employed mothers were more defiant than boys of nonemployed mothers and girls of employed mothers. Boys with more than one current arrangement were more likely than similarly situated girls to be defiant in the laboratory, but they were also less likely than girls to be cared for by fathers.     

User Action and Social Interaction Mediated by Direct Manipulation Interfaces

In this paper we discuss a theoretical framework which aims to specify the conditions under which the mediation offered by an educational system (based on a direct manipulation interface) is effective for teaching and learning activities. We have worked out this framework on the basis of experience we have developed in designing, implementating and experimentating with systems for mathematics education. © IFIP, published by Kluwer Academic Publishers     

师幼互动质量观念对师幼互动质量的影响

为了探讨教师师幼互动质量观念对班级师幼互动质量的影响,采用多层抽样的方式选取了浙江、湖南两省的96个幼儿园,177个班级,177名教师进行教师师幼互动质量观念问卷调查和班级师幼互动质量的观察评定。结果显示:教师对班级师幼互动的重视程度对班级师幼互动质量存在显著影响。有效加强教师对师幼互动的重视程度是班级师幼互动质量提升的关键。     

Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development

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.     

Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development

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.     

西方现代儿童观发展初探

在西方教育发展的过程中，一些教育家提出了各具特色的儿童观。西方现代儿童观肇端于18世纪法国教育家卢梭，开创了西方现代儿童观的发展道路。20世纪美国教育家杜威提出的新的儿童观，为西方现代儿童观的发展奠定了理论基础。当代意大利幼儿教育家蒙台梭利在大力提倡新的儿童观的同时，又把它应用于教育实践，推动了西方现代儿童观的发展。20世纪以来，以儿童为本位的现代儿童观的提倡和应用已成为当代幼儿教育的一种趋势，这必将会推动幼儿教育的改革和发展。     

Effects of Poverty and Maternal Depression on Early Child Development

Researchers have renewed an interest in the harmful consequences of poverty on child development. This study builds on this work by focusing on one mechanism that links material hardship to child outcomes, namely the mediating effect of maternal depression. Using data from the National Maternal and Infant Health Survey, we found that maternal depression and poverty jeopardized the development of very young boys and girls, and to a certain extent, affluence buffered the deleterious consequences of depression. Results also showed that chronic maternal depression had severe implications for both boys and girls, whereas persistent poverty had a strong effect for the development of girls. The measures of poverty and maternal depression used in this study generally had a greater impact on measures of cognitive development than motor development.     

Maternal Sensitivity and Child Wariness in the Transition to Kindergarten

Objective. This study tested maternal sensitivity as a moderator of the stability of wary behavior between 15 months and the transition to school. Design. Observational data from 15-month-old children and their mothers, kindergarten teacher reports, and maternal reports during the transition to kindergarten from 215 children from 3 sites (North Carolina, Virginia, and Arkansas) of the National Institute of Child Health and Human Development (NICHD; 1994), Study of Early Child Care are used. Results. Findings indicate significant stability of inhibition from 15 months to the transition to kindergarten and a significant interaction between maternal sensitivity and 15-month wariness in predicting inhibition in the transition to kindergarten. Among children who displayed wariness at 15 months, greater maternal sensitivity was associated with less inhibition during the transition to kindergarten. For children who did not display wariness at 15 months, there was no relation between maternal sensitivity and inhibition in the transition to kindergarten. Conclusions. These findings suggest moderate stability of this early temperamental characteristic and point to the importance of responsive parenting in its modification.     

Effects of Gender and Collaboration on College Students' Performance on a Piagetian Spatial Task

Ninety-one college students (69 women, 22 men) participated in a brief intervention to explore the effects of peer collaboration on the acquisition of the understanding that water remains invariantly horizontal. Working from a Piagetian, constructivist perspective, the authors expected that the opportunity to explore and discuss the representation of liquid in a tilted container with a peer would enhance the students' understanding of the water-level problem. The men outperformed the women. Although peer collaboration did not lead to greater understanding than working alone, peer interaction data showed that the men and women talked about the problem differently. Furthermore, the use of gesture during peer discussion predicted spatial understanding. The findings are discussed in terms of their implications for research on peer learning.     

教学概念的重建及其课堂的基本任务

教学的革命使教学陷于一个尴尬困惑的境地,既要担当文明传承的责任,又要变成儿童生活的乐园。教学的这一良好愿望为教学理论埋下了潜在的危机。教学是有边界的,但这个边界被无限扩大了。人类目标和学科逻辑永远是教学的基本前提,教学应当重视儿童的经验,但它永远不能取代人类意志而成为教学的目标。教学应当有自己的标准和规范,儿童发展不能以牺牲人类意志和知识标准为代价。教学是严肃的,教师是人类文明的代表而不是课堂中的服务生,课堂责任的无限放大永远只是一种梦想,其代价必然是瓦解课堂及其教学过程的内在同一性。     

Responses of Mentally Retarded Children on a Visual Discrimination Task Involving Concept Formation

This study evaluated 3 groups of mentally retarded children on a visual discrimination reading readiness task. Ss included 75 mentally retarded persons residing at the Columbus State Institute divided into 5 MA groups ranging from 3 years to 8 years. Three different groups of 25 Ss were matched on CA, MA, and IQ and two of these were paired on perceptual functioning on the basis of Gellner classifications. The third group included 25 Ss diagnosed as having genetic mechanisms. The task consisted of 100 cards of three coloured pictures with two of them being associated. Results showed the minimally handicapped visual group performed higher than the other two groups. MA was highly related to success especially for the highest MA group. Implications of these data are discussed.     

有关语言文字的认识误区——创新思维构建和谐语文生活

目前,在语言文字认识方面,存在一些误区,如不赞成语文现代化、将国语与普通话等同、“拼音方案＋正词法基本规则=拼写工具”、“英语是世界共同语”、“对外开放就要多用英文”、“拉丁字母就是英文”、“英语以外的语种都是小语种”、“外语学习开始时间越早越好”、“对外宣传就要用繁体字”、“随着中国经济的发展,汉语会自然而然走向世界”等,这些观念,阻碍了汉语的学习与推广。厘清这些认识上的误区,才能有效促进汉语的学习与交流,扩大汉语的国际影响力。     

The Contribution of Mother-Child and Father-Child Relationships to the Quality of Sibling Interaction: A Longitudinal Study

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.     

稳定自由基存在下乙酰丙酮对苯乙烯聚合的加速研究

在少量乙酰丙酮存在下，苯乙烯在稳定自由基TEMPO作用下的聚合速率显著增加，分子量可控，分子量分布较窄，具有活性聚合特性，乙酰丙酮与TEMPO的摩尔比在2／1时控制聚合效果好，分子量可控至10^5左右，1HNMR研究表明乙酰丙酮在反应中仅起到催化剂作用。     

弓形虫感染对优生优育的危害

弓形虫是一种分布广危害大的常见寄生虫。孕妇感染弓形虫后，虫体可垂直传递给胎儿，导致胎儿产生各种严重的先天性疾病。因此，弓形虫感染对优生优育的危害是十分严重的。     

Age-Related Effects of Study Time Allocation on Memory Performance in a Verbal and a Spatial Task

Past studies have suggested that study time allocation partially mediates age relations on memory performance in a verbal task. To identify whether this applied to a different material modality, participants ages 20-87 completed a spatial task in addition to a traditional verbal task. In both the verbal and the spatial task, increased age was associated with poorer utilization of study time, suggesting that age differences in study time allocation are qualitatively similar across material modality. Furthermore, age differences in how individuals allocated their study time partially mediated the age relations on memory performance in both tasks, indicating the importance of effective regulation of study time when learning information. Finally, age differences in study time allocation did not appear to be due to differences in awareness of performance. When a subset of participants was asked about their prior performance, awareness of previous performance was not associated with study time allocation on either task. Interestingly, asking participants about their prior performance tended to decrease recall performance. Overall, these results illustrate that how one allocates study time is related to subsequent memory performance in both a verbal and spatial modality, but knowledge about prior performance is not associated with study time utilization, and inquiring about past performance during study may disrupt rather than facilitate learning.