Literaturnachweis - Detailanzeige
| Autor/inn/en | Hughes, Claire; Ensor, Rosie |
|---|---|
| Titel | Positive and Protective: Effects of Early Theory of Mind on Problem Behaviors in At-Risk Preschoolers |
| Quelle | In: Journal of Child Psychology and Psychiatry, 48 (2007) 10, S.1025-1032 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9630 |
| DOI | 10.1111/j.1469-7610.2007.01806.x |
| Schlagwörter | Behavior Problems; Family Characteristics; Child Rearing; Verbal Ability; Cognitive Processes; Toddlers; Task Analysis; Mothers; Parent Child Relationship; Prediction; Disadvantaged |
| Abstract | Background: Exposure to harsh parenting and children's skills in "Theory of Mind" (ToM) show independent and interacting associations with problem behaviors at age 2 (Hughes & Ensor, 2006). This study examined whether these age-2 measures also predict age-4 problem behaviors. Method: In a socially diverse sample (N = 120), multi-informant, multi-measure, multi-setting ratings indexed problem behaviors at ages 2, 3 and 4; children completed both ToM and verbal-ability tasks at age 2, while video-based ratings of maternal negative affect and control within dyadic mother-child play indexed harsh parenting. Results: Age-2 harsh parenting and ToM were independent and interacting predictors of age-4 problem behaviors, even with age-2 problem behaviors, verbal ability and social disadvantage all controlled. The interaction between harsh parenting and ToM distinguished persistent vs. diminishing problem behaviors. Conclusions: Both child and family characteristics predict increases in problem behaviors from 2 to 4; adverse effects of harsh parenting are attenuated for children with good ToM skills. (As Provided). |
| Anmerkungen | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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