Child RearingChapter 13, Collins et al' Next time: Sex Differences Chapter 13, Hyde

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Child RearingChapter 13, Collins et al.Next
time Sex Differences Chapter 13, Hyde
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Schedule

• Second Paper Due Monday April 13
• Third Paper Due Monday April 27

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Effect SizeManual, pp. 25-26 Text, p.
147 d Mean 1 Mean 2 Mean of SD 1 and SD
2d 2 t vdf
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Child RearingChapter 13, Collins et al.Next
time Sex Differences Chapter 13, Hyde
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Parenting Science and Practice
(journal)Handbook of Parenting
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Judith HarrisThe Nurture Assumption
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Judith HarrisThe Nurture AssumptionPsychologica
l Review, 1995, 102, 458-489
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• Do parents have important long-term effects on
  the development of their childs personality?
  This article examines the evidence and concludes
  that the answer is no.

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Challenges in Child Rearing Research
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Challenges in Child Rearing Research

• Pragmatic

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Challenges in Child Rearing Research

• Pragmatic
• Conceptual

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Challenges in Child Rearing Research

• Pragmatic
• Conceptual
• Measurement

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Challenges in Child Rearing Research

• Pragmatic
• Conceptual
• Measurement
• Determining Causality

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Measurement
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Measurement

• Verbal-ReportParent

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(Sound of ball bouncing)Mother Kim, dont
bounce that ball in here. Youre too close to
that table. Thats an expensive vase on there
that belonged to your grandmother. Sound of
ball bouncing)Mother Kim, take that ball
somewhere else. Youre going to knock over that
vase.(Sound of ball bouncing, then loud crash)
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Mother Pat, heres a chocolate bar for you and
Chris to share.Children Wow! Hey
great! Sound of wrapper tearing)Pat Heres
yours Chris.Chris Hey, you gave me a little
bitty piece.Pat The rest is mine. Im the
divider.Chris (indignant). Thats not
fair!Mother Pat, divide the candy up
equally.Pat No, I want this part. I got it
first.
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Measurement

• Verbal-ReportParent

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Measurement

• Verbal-ReportParent
• Verbal-ReportChild

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Examples of Items from the Lamborn et al.
Adolescent-Report-of-Parenting ScaleParental
Warmth/InvolvementWhat do you think is usually
true or usually false about your father
stepfather, male guardian? (Response categories
are usually true and usually false.)I can
count on him to help me out, if I have some kind
of problem.He keeps pushing me to do my best in
whatever I do.He helps me with my school work if
there is something I dont understand.When he
wants me to do something, he explains why.When
you get a poor grade in school, how often do your
parents or guardians encourage you to try harder?
(Response categories are never, sometimes,
and usually.)When you get a good grade in
school, how often do your parents or guardians
praise you? (Response categories are never,
sometimes, and usually.)How much do your
parents really know who your friends are?
(Response categories are dont know, know a
little, and know a lot.)
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Parental Strictness/SupervisionIn a typical
week, what is the latest you can stay out on
SCHOOL NIGHTS (Monday-Thursday)? (Response
categories are not allowed out, before 800,
800 to 859, 900 to 959, 1000 to 1059,
1100 or later, and as late as I want.)In a
typical week, what is the latest you can stay out
on FRIDAY OR SATURDAY NIGHT? (Response categories
are not allowed out, before 900, 900 to
959, 1000 to 1059, 1100 to 1159, 1200
to 1259, 100 to 159, after 200, and as
late as I want.) (table continues)Table 13-12
(cont.)My parents know exactly where I am most
afternoons after school. (Response categories are
yes and no.)
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Measurement

• Verbal-ReportParent
• Verbal-ReportChild

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Measurement

• Verbal-ReportParent
• Verbal-ReportChild
• Observe in Natural Setting

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Examples of Items from the Maternal Behavior
Q-SetInterprets cues correctly as evidenced by
babys responseResponds consistently to babys
signalsResponds immediately to
cries/whimpersWhen baby is distressed, is able
to quickly and accurately identify the
source Rough or intrusive in interactions with
babyResponds only to frequent, prolonged or
intense signalsUnaware of or insensitive to
babys signs of distress
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Items and Subscales on the HOME (Infant Version)
I. Emotional and Verbal Responsivity of
Mother 1. Mother spontaneously vocalizes to
child at least twice during visit (excluding
scolding). 2. Mother responds to childs
vocalizations with a verbal response. 3. Mother
tells child the name of some object during visit
or says name of person or object in a
teaching style. 4. Mothers speech is
distinct, clear, and audible. 5. Mother
initiates verbal interchanges with
observer asks questions, makes spontaneous
comments. 6. Mother expresses ideas freely and
easily and uses statements of appropriate
length for conversation (e.g., gives more than
brief answers). 7. Mother permits child
occasionally to engage in messy types of
play. 8. Mother spontaneously praises childs
qualities or behavior twice during
visit. 9. When speaking of or to child, mothers
voice conveys positive feelings. 10. Mother
caresses or kisses child at least once during
visit. 11. Mother shows some positive
emotional responses to praise of child offered
by visitor.
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V. Maternal Involvement with Child 35. Mother
tends to keep child within visual range and to
look at him often. 36. Mother talks to child
while doing her work. 37. Mother consciously
encourages developmental advances. 38. Mother
invests maturing toys with value via her
attention. 39. Mother structures childs play
periods. 40. Mother provides toys that challenge
child to develop new skills.VI. Opportunities
for Variety in Daily Stimulation 41. Father
provides some caretaking every day. 42. Mother
reads stories at least three times
weekly. 43. Child eats at least one meal per day
with mother and father. 44. Family visits or
receives visits from relatives. 45. Child has
three or more books of his or her own.
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Measurement

• Verbal-ReportParent
• Verbal-ReportChild
• Observe in Natural Setting

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Measurement

• Verbal-ReportParent
• Verbal-ReportChild
• Observe in Natural Setting
• Observe in Lab Setting

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Challenges in Child Rearing Research

• Pragmatic
• Conceptual
• Measurement
• Determining Causality

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Bases for Parent-Child Correlations

• Parent to child
• Child to parent
• Both
• Neither (third factor)

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Evidence for a Causal Role for Parents

• Adoption designs
• Short-term across-time relations (sequential
  analysis)
• Long-term across-time relations (longitudinal
  study)

• Experimental studies of nonhuman species
• Interventions with human parents
• Laboratory analog studies