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ERIC Number: ED025298
Record Type: RIE
Publication Date: 1967
Pages: 12
Abstractor: N/A
Reference Count: 0
Role of Mothers' Language Styles in Mediating Their Preschool Children's Cognitive Development.
Olim, Ellis G.; And Others
The School Review, v75 n4 p414-24 Winter 1967
A study relating mothers' language styles and techniques of family control to children's cognitive development was conducted with 163 urban Negro mothers from the lower and middle classes and their 4-year-old children. The following conclusions were drawn: (1) There was a significant negative correlation between responses of status-oriented mothers and personal- or cognitive-oriented mothers. (2) There was a significant negative correlation between responses of mothers using imperatives and those using instructions. (3) Status-normative orientation and impreative language were significantly and positively related, while personal-subjective and cognitive-rational orientation and instructive language tended to be positively related. (4) Status-normative oriented mothers had limited language, whereas elaborate language was used by personal-subjective and cognitive-rational oriented mothers. (5) Children of status-normative oriented mothers did not perform as well as children of personal-subjective and cognitive-rational oriented mothers. (6) Mothers language styles were significantly correlated with their children's performance on various cognitive measures. (7) Lower class mothers used imperative language and were status-normative oriented, whereas middle class mothers used instructive language and were personal-subjective and cognitive-rational oriented. Implications indicate that because of social-status differences, effective intervention must involve social reform. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Children's Bureau (DHEW), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: N/A
Identifiers: Stanford Binet Intelligence Scale
Note: A revision of this paper was read at the American Educational Research Association, Chicago, Illinois, 1966.