Mother-child interaction, private speech, and task performance in preschool children with behavior problems.
Mother-child interaction, private speech, and task performance in preschool children with behavior problems.
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有行为问题的学龄前儿童的母子互动、私人言语和任务表现。
DOI：
10.1111/1469-7610.00507
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发表时间：
1999
期刊：
影响因子：
--
通讯作者：
L. A. Chabay
中科院分区：
文献类型：
--
作者：
A. Winsler;R. Diaz;E. McCarthy;D. Atencio;L. A. Chabay
本研究旨在探讨被幼儿教师认定为行为问题的学龄前儿童的母子互动模式、儿童的私人言语使用模式和行为自我调节模式。根据教师对冲动、注意力不集中和多动的评分，40名学龄前儿童被分为两组(行为高危组和匹配的对照组)。孩子们一次与他们的母亲合作，一次单独完成磁板谜题任务，母婴的语言和行为都是从录像带中编码的。尽管在协作过程中儿童的行为或言语没有群体差异，儿童的个别任务表现或任务注意力也没有差异，但与涉及对照儿童的互动相比，涉及行为高危儿童的母子互动具有更多的他性调节、负面控制、较少的赞扬和较少的身体退缩。与对照组相比，行为高危儿童在个人解决问题的过程中使用了更公开的、与任务相关的私下言论。高危学龄前儿童的部分内在化私人言语使用与任务表现呈正相关。在母亲行为、儿童言语和儿童表现之间的关系方面，群体差异占优势，而不是相似。
The purpose of the present study was to explore patterns of mother-child interaction, children's private speech use, and behavioral self-regulation among a sample of preschool children identified by their preschool teachers as evidencing behavior problems. Forty preschoolers were classified into two groups (behaviorally at-risk and a matched comparison group) on the basis of teacher ratings of impulsivity, inattention, and hyperactivity. Children completed a magnet board puzzle task once in collaboration with their mother and once individually, and maternal and child speech and behavior were coded from videotapes. Although there were no group differences in children's behavior or speech during the collaborative session, nor were there differences in children's individual task performance or on-task attention, mother-child interaction involving behaviorally at-risk children was characterized by more other-regulation, negative control, less praise, and less physical withdrawal over time, compared to interactions involving comparison children. Behaviorally at-risk children, compared to controls, used more overt, task-relevant private speech during individual problem solving. Partially internalized private speech use among at-risk preschoolers was positively associated with task performance. Group differences rather than similarities prevailed in terms of the relations between maternal behavior, child speech, and child performance.