NotesFAQContact Us
Search Tips
ERIC Number: ED075072
Record Type: RIE
Publication Date: 1973-Apr-1
Pages: 16
Abstractor: N/A
Reference Count: 0
Approaches to Use of Observational Methods of a Study of Parent-Child Interaction.
Baumrind, Diana
The methodology discussed is used in ongoing research to contrast the effectiveness of several patterns of parental authority with the same children at different ages. The first characteristic of these methods is the use of trait and behavior ratings to assess dispositional tendencies. The construct of a dispositional trait is used to account for continuity and stability within the personality. Situation, particularly a laboratory setting, can strongly affect behavior, but the extent to which an individual's behavior is situation-specific is itself a dispositional property. The validity of ratings partly depends upon the observer's ability to project himself into the position of the subject. The second characteristic of this methodology is the use of multiple stimuli and behavior settings. The three measures used here are self-report, interview and observation. Self-report avoids the problem of observer reactivity, but not of response set. Interview is useful in conjunction with observation; the symbolic meaning to the parent or child of the observed behavior is explored. The observational procedures used are laboratory experimental procedures, structured observations, and naturalistic observation. Safeguards to protect against bias in naturalistic observation are: explication of expectations in clear hypotheses, definition of hypothetical constructs, direct confrontation during data collection in which staff members correct each other's biases, and use of overlapping and intersecting sources of data. (KM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
Authoring Institution: California Univ., Berkeley. Dept. of Psychology.
Note: Paper presented at the biennial meeting of the Society for Research in Child Development (Philadelphia, Pennsylvania, April 1, 1973)