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ERIC Number: ED078905
Record Type: RIE
Publication Date: 1973-Mar-29
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Mother-Child Interaction in a Structured Situation: A Comparison of Reflective and Impulsive Boys.
Campbell, Susan B.
To determine whether maternal involvement reflects her expectations about her child's ability to solve the tasks at hand, a group of 32 boys and their mothers were studied. Sixteen of the boys were classed as reflective and 16 were classed impulsive on the Matching Familiar Figures Test. The boys were matched on age (8 years 9 months and 8 years 6 months), IQ (120.3 and 118.3), and social class (no differentiation on Hollingshead two-factor index). The mothers accompanied their children to the test room where they were advised that during the performance of four tasks by the children, the mothers could help as little or as much as they liked. Children were than presented with two easy and two difficult tasks to complete in counter-balanced order. Each of the tasks included a verbal and a non-verbal problem, to be completed in 10 minutes each. The mothers were asked to write the childrens' answers to the verbal tasks. While the interaction session was in progress, the observer sat behind the subjects and coded both maternal and child behaviors in 10-second blocks on predefined behavioral categories. The study data indicated that mothers of impulsive boys provided more direction and structuring than did mothers of reflective boys. Maternal interventions increased with task difficulty, indicating that the mother's behavior is a reflection of her expectations about her child's ability to cope with the tasks at hand. The two groups of children did not differ on interaction measures; however, the impulsive children tended to engage in more irrelevant conversations. (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Medical Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A
Note: Paper presented at the biennial meeting of the Society for Research in Child Development (Philadelphia, Pennsylvania, March 29, 1973)