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111.
Margaret OBrien Caughy Keng-Yen Huang Therese Miller Janice L. Genevro 《Early childhood research quarterly》2004,19(4):611-630
The Healthy Steps for Young Children Program (HS) is designed to provide support for new parents through the pediatrician's office. We present findings of the effect of HS on the quality of mother–child interaction, security of attachment, and child behavior using observational data from two of the HS sites that utilized a randomized treatment design. Results indicated that mothers participating in Healthy Steps were more likely to interact sensitively and appropriately than mothers in the comparison group at the second assessment point (age 34–37 months) but not at the first assessment point (age 16–18 months). There were no differences in child outcomes at either time point when the cross-sectional data were analyzed. However, the results of the longitudinal analysis (which included families who participated in the home observations at both Time 1 and Time 2) indicated that Healthy Steps participation was associated with greater security of attachment and fewer child behavior problems. 相似文献
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Undergraduate subjects taught identifying traits of animals (fish, reptiles, amphibians, mammals) to a fifth grade student confederate over a microphone. Subjects were randomly assigned to one of four conditions in which they failed (F) or succeeded (S) in teaching five animal comparison problems. The four conditions were (a) F, S, S, S, S; (b) F, F, F, S, S; (c) S, F, F, F, S; and (d) S, S, S, F, S. The teaching sessions were tape recorded and analyzed for Teaching Time, Word Rate, and Voice Amplitude. Analyses revealed increased Teaching Time and decreased Word Rate following failure. Voice Amplitude increased across teaching sessions independent of success or failure. Findings were interpreted as more consonant with frustration-aggression than frustrative nonreward energizing theory. 相似文献
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