ERIC Number: ED343729
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
The Relation between the Teaching Strategies of Parents and the Cognitive Style of Their Children.
Kogan, Nathan; And Others
This study examined concurrent and long-term effects of parents' teaching strategies on their children's cognitive styles. A total of 83 mothers and 74 fathers helped their 4-year-old sons or daughters with 4 problem-solving tasks. The interactions between parents and children were observed and evaluated. Two measures of field dependence-independence (FDI) were administered when the children were 4, 7, 11, and 14 years of age. There were distinctive differences in parental teaching strategies, depending on the child's FDI status. Parents of field-independent children granted them autonomy in the task and helped with the cognitive aspects of the task. A positive emotional ambience characterized the teaching situation. Parents of field-dependent children were rigidly controlling and quite critical of their children's performance. Outcomes for father-son and father-daughter pairings were comparable, but the mother-son dyad generated more powerful effects than the mother-daughter dyad. The effects held across the 10-year period. Appended are three references and related materials. (GLR)
Descriptors: Child Rearing, Cognitive Style, Convergent Thinking, Daughters, Divergent Thinking, Fathers, Field Dependence Independence, Longitudinal Studies, Mothers, Parent Child Relationship, Parents as Teachers, Preschool Children, Problem Solving, Sex Differences, Socialization, Sons, Teaching Methods
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Embedded Figures Test; Portable Rod and Frame Test
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 18-20, 1991).