ERIC Number: ED202586
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Continuities and Discontinuities in Cognitive and Social Characteristics From Age 2 to Age 9.
Lytton, Hugh; Watts, Denise
Stability of child and mother characteristics and the predictability of children's cognitive competence and affective characteristics were investigated as part of a longitudinal study. At 2 years of age, 46 sets of male twins and their parents were observed in the home and were rated for attachment, independence, compliance and conscience on the basis of interviews with the mother. At approximately 9 years of age 35 of the twin pairs were followed up both at home and at school. Mothers were interviewed on their perceptions of their children and their child-rearing practices and the children were administered Raven's Coloured Progressive Matrices, the Crichton Vocabulary Scale and the Peabody Individual Achievement Tests. Measures such as dominance, cooperation, and conflict were derived from videotaped structured family interaction tasks. The stability of the characteristics of mothers and their sons was assessed by correlating the ratings made at 2 years of age with the ratings of the corresponding traits at age 9. A more limited follow-up of singleton children and their mothers was also conducted. When twin and singleton data were combined, cognitive characteristics were found to be both stable and predictable from toddlerhood, but significant prediction of social characteristics from the child's own traits at 2 years of age was rarer and weaker. Mother's child-rearing practices and attitudes, when the child was 2, were somewhat more predictive of the child's social trait ratings at approximately 9 years of age. (Author/RH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Canada; Continuity; Critchton Vocabulary Scale; Discontinuity; Peabody Individual Achievement Test; Ravens Coloured Progressive Matrices; Singletons
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Boston, MA, April 2-5, 1981).